Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Academic Practice Accelerator · 2026-11-01

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 6.5)

The bar chart illustrates the number of hours students in UK, Japan and Germany spend sleeping, studying and relaxing on a typical weekday.

Overall, Japan spend the most time in studying in a weekday than their counterparts in other two countries, while they spend their least time in relaxing. In contrast UK and Japan spend more and same amount of time in relaxing.

Firstly, sleeping wise Uk spend the most time of 8.5 hours, while German students gave 8 hours to sleeping. In contrast Japan was the lowest for 7 hours spend sleeping on a typical weekday.

Moreover, in terms of studying Japan spend took the lead for spending about 13 hours for studies, while Germany gave 9 hours to studies. In contrast Uk students with the lowest for 8 hours to studies on a weekday.

Lastly, Uk and Germany students priorities the same amount of time for relaxing for 7 hours on a weekday, while Japan at the lowest giving less priority to relaxing for just 4 hours.

In conclusion, Japan's students priorities studies more than sleeping and relaxing, while UK and Germany's students had a more balanced routine on a typical weekday.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You cover all three activities and all three countries, and the figures you report match the chart: Japan leads in studying at 13 hours, while Japan records the lowest relaxation time at 4 hours. Your overview also identifies the main contrast between Japan’s study-heavy day and the more balanced routines in the UK and Germany. The closing comparison is a useful synthesis, although it repeats the overview rather than adding a distinct feature. To strengthen the response further, make comparisons more precise across categories—for example, note that Germany studies for 9 hours, one hour more than the UK, and sleeps for half an hour less. The description is clear and relevant, though some comparisons are stated broadly rather than fully developed.

Coherence and Cohesion: Band 7.0

The response has a clear overall progression: an introduction, an overview, and separate paragraphs covering sleeping, studying and relaxing. This makes the information easy to follow, and signposts such as “Overall,” “Moreover” and “Lastly” help indicate the sequence. The country comparisons within each activity also give the report a consistent organising principle. However, some linking is repetitive, particularly the repeated use of “In contrast,” and the final “In conclusion” restates the overview. A few transitions are not fully logical: “In contrast UK and Japan spend more and same amount of time in relaxing” is difficult to interpret and does not clearly identify the comparison. Use fewer formulaic connectors and make each comparison explicit to improve the flow.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “illustrates,” “counterparts,” “balanced routine” and “priorities,” and the reader can understand the main comparisons. There are also attempts to vary how time is described, such as “spend,” “gave” and “giving.” However, several choices are inaccurate or unnatural in this context: “gave 8 hours to sleeping,” “spend took the lead,” and “gave less priority to relaxing” do not express the data idiomatically. “Priorities” is also used where the verb “prioritise” is needed. Aim for precise reporting collocations such as “spent eight hours sleeping” and “recorded the highest figure.” This would make the vocabulary more natural and accurate while retaining the useful range already shown.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentences, including comparisons with “while” and “whereas”-type contrasts, and the overall meaning is generally recoverable. However, some errors in verb forms, agreement and sentence construction remain. For example, “Japan spend” should be “Japan spends” or “Japanese students spend,” while “Japan spend took the lead” combines incompatible verb structures. In “UK students with the lowest for 8 hours,” the sentence lacks a finite verb; write “UK students spent the least time studying, at 8 hours.” Articles and prepositions also need attention in phrases such as “in UK” and “in a weekday.” More consistent control of these patterns, alongside varied but accurate sentence structures, would improve clarity.

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