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)

This bar chart shows the typical weekday for students in three different countries include, UK, Japan and Germany

We will discuss the features , and make comparison in the different countries.

The bar chart illustrate plan of possible sides of the different countries. In X axis the map shows three different countries like UK,Japan,Germany .While , In the other side of Y axis the bar chart shows the numbers of Sleeping, studying and relaxing method of different countries.

Furthermore, The UK describes the Y axis numbers shows the blue line sleeping rate is highest and the red line studying shows is less than Sleeping in UK . In Japan, the red line Studying rate is high rather than blue . In Germany, the studying method is 9

In comparison , the bar chart shows that Japan and Germany have high Studying the typical weekday for students in the three different countries.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the three countries and the activities, and you make a few relevant comparisons: studying is higher than sleeping in Japan, while sleeping exceeds studying in the UK. However, the response gives no clear overview of the main pattern and reports very few figures. It also misdescribes the chart as showing a “blue line” and “red line”; it is a bar chart, and the colours are not a useful way to report its data. The statement that Japan and Germany have high studying is too general, and Germany’s value of 9 is not compared with the other countries. The response is 139 words, below the 150-word minimum; 12 words copied from the prompt were not counted. Include a concise overview and accurate key figures.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: it introduces the chart, describes the axes, and then mentions the countries. Paragraph breaks and linking phrases such as “Furthermore” and “In comparison” show an attempt to organise the information. However, progression is weak because the second paragraph repeats the introduction rather than presenting a clear overview, and the final comparison is too brief to bring the report together. Some links are awkward or unclear, particularly “Furthermore” before the country-by-country details and “In comparison” before a broad, unsupported statement. Organise the report into an introduction, an overview of the main contrasts, and a paragraph comparing the figures, using links that accurately signal each relationship.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “typical weekday,” “sleeping,” “studying,” “relaxing,” and “rate,” so the topic is generally recognisable. However, the range is limited and several expressions are inaccurate or unnatural, which makes parts of the report difficult to interpret. For example, “plan of possible sides” does not describe the chart, and “studying method” is not an appropriate way to refer to the number of hours spent studying. Repeated references to “the bar chart shows” also limit variety. Use precise terms such as “hours,” “time spent,” and “activity,” and describe values with verbs such as “spend” or “record.” Avoid relying on colours when comparing the data.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences, and some basic meaning can be followed, for example in “In Japan, the red line Studying rate is high rather than blue.” However, sentence structures are often incomplete or inaccurately formed. The opening sentence lacks a clear grammatical construction after “countries,” while “The bar chart illustrate” has subject–verb disagreement. Capitalisation and punctuation are also inconsistent, as in “Furthermore, The UK” and the spaces around commas. These errors recur and sometimes obscure the intended comparison. Practise forming complete sentences with a clear subject and verb, and check agreement, articles, and punctuation. For example: “In the UK, students spend more time sleeping than studying.”

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