Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Academic Practice Accelerator · 2026-10-30

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 5.0)

the chart illustrate the typical weekday for student in japan,Uk,germany. overall,it might be seen that there are huge diffrence in study in three diffrent country which japan dominate germany and Uk.germany and Uk are little diffrence only which is almost same accuracy. japanese students only focusing on study and they are not relaxing proper i think only study can't help our life.sometimes our mind needs break too.other UK and germany students foucing everyting which is i think its good. germany student mainly focusing in study which is 9 ration in weekday and no much high diffrence in slepping which is 8.and the relaxing is 7.Uk student are kindly less focus on study compare to other which is 8 and slepping is 8.5 and relaxing is 7. the japanese student is mainly focusing on studay where it goes to 13.they are less doing relazing and slepping.conclusion germany and UK students are kindly same in everything and 0.5 and 1 are gapping but japan student continue focus on study less relaxing and sleeping which may affect on their mental health

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main contrast: Japanese students spend the most time studying, while UK and German figures are broadly similar. Several reported values are accurate, including studying at 13 hours in Japan and 9 in Germany, and relaxing at 7 in the UK and Germany. However, the account is only partly complete: it does not clearly report all three categories for each country, and it describes Japanese students as “less doing relaxing and sleeping” without giving the chart’s figures of 4 and 7 hours. The overview also adds unsupported opinions about students’ focus and mental health rather than consistently summarising the data. To strengthen the response, give a concise overview and compare the key figures objectively, including the notable differences in sleeping and relaxing.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction, gives an overall comparison, and then discusses Germany, the UK and Japan before concluding. This gives the reader a basic route through the information. However, the progression is not consistently clear because the overview, country details and personal comments run together in long stretches, with little effective paragraphing. Connectors such as “overall,” “other” and “conclusion” are used, but they do not always show the relationship between ideas accurately. The repeated comparison that the UK and Germany are similar also makes the ending feel repetitive. Use separate paragraphs for the overview and data details, and group comparisons by category or by country with clear linking phrases.

Lexical Resource: Band 5.0

The response uses some relevant vocabulary for describing the chart, including “difference,” “focusing,” “studying,” “sleeping” and “relaxing,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the meaning difficult to follow. For example, “japan dominate germany and Uk” does not clearly express that Japan has the highest study figure, while “same accuracy” and “0.5 and 1 are gapping” are not suitable ways to describe similarities or differences. Spelling errors such as “diffrence,” “slepping” and “relazing” are also noticeable. Practise precise chart language such as “spend,” “record,” “higher than” and “approximately equal.”

Grammatical Range and Accuracy: Band 5.0

You attempt to communicate comparisons and use some longer sentence forms, but grammatical control is inconsistent. Many sentences have problems with sentence boundaries, agreement, articles and verb forms; for example, “the chart illustrate” needs a plural subject–verb form, and “UK student are” has a number-agreement error. The sentence beginning “overall,it might be seen” also needs clearer punctuation and sentence structure, while “which may affect on their mental health” shows an incorrect grammatical pattern. These errors sometimes make relationships between ideas hard to understand. Build accuracy first with clear simple sentences, then practise combining them using clauses such as “whereas” and “while,” checking agreement, articles and punctuation in each sentence.

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