Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Academic Practice Accelerator · 2026-10-27

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 4.5)

The bar chart gives imformation about typical weekday for students about three different countries UK, Japan and Germany.

Overall, The bar chart shows that three different countries sleeping, studying and relaxing percentage in weekday.

In UK sleeping percentage climate and his studying and relaxing percentage drew in weekday. This country sleeping percentage is 8.5. His country Studying drew against sleeping and his percentage is 8. The relaxing percentage decrease above sleeping and studying percentage. The relaxing percentage is 7. In Japan sleeping percentage value is 7. The studying percentage value climate into 13. It is the highest percentage in japan country. The relaxing value was very drewn in japan country. Her percentage is 4.

The Germany sleeping percentage is slowely. The percentage value of sleeping is 8. The ratio of studying is 9 it is highest value of germany. The relaxing ratio is 7% it is the lowest value of germany.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the three countries and report several figures, including Japan’s studying value of 13 and the UK’s sleeping value of 8.5. However, the response only partially summarises the chart: it gives country-by-country details but does not clearly highlight the main comparisons, such as Japan having the most study time and the least relaxation, or the broadly similar relaxation figures for the UK and Germany. The overview is also inaccurate when it describes the figures as percentages; the chart presents hours in a typical weekday. Several descriptions, such as “sleeping percentage climate,” do not communicate a clear feature. A more accurate overview followed by a few well-selected comparisons would make the report more complete and relevant.

Coherence and Cohesion: Band 5.0

There is some organisation: an opening sentence and overview are followed by separate sections on the UK, Japan and Germany. This country-by-country structure gives the reader a basic route through the information. However, progression is limited because the response mostly lists figures rather than grouping or comparing them, and the overview does not effectively prepare the reader for the details. Linking and reference are also unclear in phrases such as “his studying” and “her percentage,” which make it difficult to follow what is being described. Use clear paragraphing and simple comparison links such as “whereas” and “by contrast,” and ensure each sentence connects a figure to a specific activity and country.

Lexical Resource: Band 4.5

The response uses some task-related vocabulary, including “sleeping,” “studying,” “relaxing,” “value” and “highest,” so the basic subject is recognisable. However, the range is limited and several inaccurate or repeated expressions make the report difficult to understand. “Percentage” is used repeatedly even though the chart reports time, while “climate,” “drew” and “drewn” are not appropriate descriptions of the data. There are also spelling errors, including “imformation” and “slowely.” Aim for precise, familiar chart language and vary it carefully: for example, describe figures as hours, say that a category “stood at” a value, and use “highest” or “lowest” for comparisons.

Grammatical Range and Accuracy: Band 4.5

You attempt basic statements and some comparisons, but the range of sentence structures is very limited, and frequent grammatical errors sometimes obscure the intended meaning. Examples include “The studying percentage value climate into 13,” which lacks a clear grammatical structure, and “The Germany sleeping percentage is slowely,” where the sentence pattern does not express a clear comparison or value. Articles, possessives and sentence construction are also inconsistent, as in “typical weekday for students about three different countries” and “his studying.” Practise building accurate subject–verb–complement sentences, such as “In Japan, students study for 13 hours,” and check that each sentence has a clear subject, verb and correctly formed comparison.

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