Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-10-29

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)

The bar chart shows the information about the typical wekday for students in UK, Japan and Germany.

In overview, the time of typical weekday is divided in 14 parts, and thier sleeping, studying and relaxing time is mentioned in nubers between 0 to 14 points.

To begin with, the students ok Uk, give 8.5 percent of their time to sleep, their study time is 8 points, and donate their 7 points for some relaxment.

Second of all, in the typical weekday of Japanis students, they take their sleep 7 points of 14, but dramatically, their study time is too much, which is 13. It is highest in all three countries. And their last thing is relaxing time, their relaxing time is just 4 points, which is not good for healthy life.

Furthermore, the students of Germany, give 8 points to their sleep out of 14. Their study time is also much better from others, which is 9 points. At the last, the relaxation time of Germany students in a typical day of week is 7 points.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the three countries and all three activities, and most figures match the chart: for example, you report Japan’s study figure as 13 and its relaxation figure as 4. However, the overview is not effective: saying the day is “divided in 14 parts” misrepresents the chart, which shows hours for selected activities, and there is no clear summary of the main comparisons. Some descriptions are also unclear or evaluative rather than factual, such as “not good for healthy life.” Germany’s study time is called “much better from others,” although it is 9 hours, below Japan’s 13. Focus on the key highs and lows and compare the figures neutrally.

Coherence and Cohesion: Band 5.5

The response has a basic structure, moving from an introduction and overview to separate descriptions of the UK, Japan and Germany. Sequencing phrases such as “To begin with,” “Second of all” and “Furthermore” help signal the order. However, the progression is largely a country-by-country list rather than a clear comparison of the chart’s main features, and the overview does not guide the reader effectively. Some links are mechanical or awkward, including “At the last,” while repeated references to “their relaxing time” make the account less smooth. Organise the body around comparisons—for example, study time first, then sleep and relaxation—and use concise references to avoid repetition.

Lexical Resource: Band 5.0

You use relevant topic vocabulary, including “sleep,” “study time” and “relaxing,” and attempt a few less common expressions such as “dramatically.” However, the range and control are limited, with noticeable spelling and word-choice problems: “wekday,” “thier,” “nubers,” and “relaxment” are inaccurate, while “donate their 7 points” is an unsuitable collocation. “Points” also does not describe the chart’s units; use “hours.” Some wording is vague or informal, such as “the last thing” and “too much.” Choose precise chart language and check spelling and collocations so the comparisons are immediately clear.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple statements and longer sentences, and the reader can generally follow the intended meaning. However, grammatical control is uneven. For example, “the students ok Uk, give 8.5 percent” has faulty punctuation and sentence construction, and “their study time is also much better from others” uses an incorrect comparative pattern. Articles and prepositions are also inconsistent in phrases such as “in UK” and “divided in 14 parts.” Several sentences join ideas with commas or repeated clauses, as in the Japan description. Practise accurate comparative forms (“higher than”) and build shorter, complete sentences before adding subordinate clauses.

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