Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Academic Practice Accelerator · 2026-11-02

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 three bar charts illustrate comparison among the students weekday routine about how many hours on a weekday they get for sleeping, studying and relaxing in three different countries which are UK, Japan and Germany.

Represented in the chart of Uk students they spend most of their weekday time in sleeping which is 8.5 hours followed by studing 8hours whereas they get the reasonable time for relaxing 7hours.

However, according to the chart of students in Japan it demonstrate that students there spend major portion of their weekday studying 13hours accompained by sleeping 7hours and they get very little time just 4hours for relaxing in weekday.

Whereas, the chart of Germany students demonstrate that students there spend more of their time studying but there's very little difference between their studying sleeping and relaxing time 9 hours, 8 hours and 7 hours respectively so they get the perfect balance of life between the three countries.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the three countries and report the main figures for sleeping, studying and relaxing, with the values matching the chart. The comparison that Japan has the most study time and the least relaxation is relevant, as is the small spread among Germany’s three activities. However, the response mainly describes each country in turn rather than giving a clear overall summary of the most important patterns across the chart. The claim that German students have a “perfect balance of life” is an unsupported interpretation, and the UK’s highest figure is sleeping, not studying. To strengthen the response, add a concise overview comparing the countries and focus on chart-based observations rather than judging students’ lifestyles.

Coherence and Cohesion: Band 6.0

The response has a generally understandable sequence: it introduces the chart and then discusses the UK, Japan and Germany in turn. Linking expressions such as “However” and “Whereas” help signal comparisons, and the reader can follow the country-by-country account. Cohesion is less effective where these transitions are used mechanically or where a new sentence begins with “Whereas” without a clear contrast. The long opening sentence also combines several points, while the response lacks a distinct overview to guide the reader through the main comparisons. Use separate paragraphs for an overview and grouped details, and connect comparisons directly—for example, contrast Japan’s 13 study hours with the lower figures in the UK and Germany.

Lexical Resource: Band 5.5

You use relevant vocabulary for the topic, including “weekday,” “portion,” “followed by” and “difference,” and the activity labels are clear. There is some attempt at more descriptive language, but several choices are inaccurate or unnatural, such as “reasonable time,” “accompained by,” and “perfect balance of life.” Spelling errors in “studing” and “accompained,” along with inconsistent capitalisation of “UK,” also reduce control. The repeated use of “students” and “spend” makes the account less flexible. Aim for precise chart language and natural collocations, such as “allocate time to,” “the largest share,” and “a relatively even distribution.”

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including clauses introduced by “whereas” and “which,” and the main figures are usually understandable. However, some sentence structures are awkward or incomplete: “The three bar charts illustrate comparison” lacks a natural grammatical construction, and “Whereas, the chart of Germany students demonstrate…” is not a complete, well-formed sentence. There are also errors in agreement, as in “it demonstrate,” and article or possessive use, as in “the students weekday routine.” Punctuation around the long sentences is inconsistent. Build accuracy by using a clear subject and verb in each sentence, checking singular/plural agreement, and separating contrasting ideas with full stops or correctly joined clauses.

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