Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-23

IELTS Writing Task 1 question

The bar chart shows the typical weekday for students in three different countries.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

I am seeing bar chart for three counties which are showing the data of the weekend been spent by the students in these counries. Moreover, i'm seeing that students do three different activites in there weekend. Firstly its sleeping then studing at last relaxing.

lets start with the recorf of uk the higher average we see that most big amount of students sleeps because it a weekend. The time thay give to studies is more then they relax. i can see the chart clearly the students of uk are hard working.

however the students japan are extraordinary i likely to see that the students don't take weekends as free day. Most of the average students do more study then sleeping and relaxing which is exceptional on my end.

lastly the students a germeny are not as much as good as japan students but they also don't take weekends lightly most of the students do study.

In conlusion, i would say we don't have to study to much like japan and germeny students. we have to relax or mind and body for the coming week. Lastly please do study but give to other activites too.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the three countries and activities, and you notice the main contrast that Japanese students spend much more time studying. However, the chart shows a typical weekday, not a weekend, so the repeated weekend framing and advice about how students should spend their time do not accurately summarise the task. Some comparisons are also vague or misleading: UK students sleep 8.5 hours, study 8 and relax 7, while German students study 9 hours, more than they sleep or relax. Your comments that UK students are “hard working” and that Japanese students are “exceptional” are interpretations rather than chart features. Focus on an objective overview of the figures and compare the highest and lowest values directly; this would make the response more complete and relevant.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall arrangement: an introduction, separate paragraphs about the UK, Japan and Germany, and a conclusion. Sequencing words such as “Firstly,” “however” and “lastly” help signal movement between points. However, the progression is weakened because the introduction lists activities rather than giving a clear overview, and the conclusion shifts to personal advice instead of drawing together the comparisons. Some links are mechanical, and references such as “the higher average” and “most of the average students” are unclear. Organise the body around the key comparisons—for example, Japan’s study figure versus the other countries, followed by sleeping and relaxing—and use linking phrases that show those relationships precisely.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “bar chart,” “students,” “sleeping,” “studying” and “relaxing,” so the reader can generally identify the subject. There are also attempts at evaluative language, such as “extraordinary” and “exceptional,” but these are not suitable for an objective chart summary. Repeated or inaccurate phrases—including “higher average,” “big amount” and “take weekends lightly”—make comparisons difficult to understand. Spelling errors such as “counries,” “activites” and “studing” are noticeable, and several word forms or collocations are unnatural. Build a more precise range for describing data, using terms such as “hours,” “spend,” “respectively,” “highest” and “compared with,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including “Most of the average students do more study then sleeping and relaxing,” but control is limited and errors occur frequently enough to make some sentences difficult to follow. For example, “I am seeing bar chart” lacks an article, while “the weekend been spent” has an incorrect verb construction. Subject–verb agreement and sentence structure are also problematic in “the students a germeny are not as much as good.” Capitalisation and punctuation are inconsistent, particularly at sentence beginnings and around clauses. Practise accurate basic patterns first, such as “The chart shows…” and “Students in Japan spend 13 hours studying,” then add comparisons using controlled clauses such as “whereas” or “while.”

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