Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

the bart chart gives information about what students prefer to do between sleeping , studying and relaxing in their weekday in three different countries namely UK , Japan and germanay.

Overall, it is clear the number of student studying in their weekday in japan is more important than the UK and Germany.

In japan,13 student prefer to study while 7 enjoy sleeping and 4 finding their weekday an opportunity to relax. However,UK and Germany have a less number of students wjo prefer studying in their weekday than japan and most of them sleep and relax in that day for exemple in Germany despite that the number of student who study in the wekend is 9 but the rest which are 16 students search to relax and sleep and it's the same case in the UK which its numver of students who prefers to sleep and relax is more t

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s three activities and countries, and correctly highlight Japan’s 13 hours of studying as the highest figure. You also report Japan’s sleeping and relaxing figures accurately. However, the response only partially summarises the data: it does not give the UK or Germany figures for each activity, and the comparison that UK and Germany students “most of them sleep and relax” is unclear and not a sound summary of the chart. The final comparison is cut off, leaving the report incomplete. The required minimum of 150 words is not met. To improve, provide a concise overview of the main contrasts, then compare the three countries using accurate hours rather than describing the figures as numbers of students.

Coherence and Cohesion: Band 5.0

There is a basic structure: an introduction, an overview beginning “Overall,” and a paragraph with country details. This gives the reader some sense of the response’s direction. However, progression is limited because the body moves from Japan to UK and Germany in one long, unfinished sentence, and the final comparison stops at “is more t”. Linking words such as “However” and “despite that” are attempted, but the relationships they signal are not always clear. The response would be easier to follow if each comparison were expressed in complete sentences and the information were grouped consistently—for example, first the main study figures, then sleeping and relaxing. Clear paragraphing and accurate referencing would strengthen cohesion.

Lexical Resource: Band 5.0

The response uses some relevant task vocabulary, including “studying,” “sleeping,” “relax,” and “Overall,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning difficult to follow. For example, “the number of student studying … is more important” does not accurately describe hours, while “finding their weekday an opportunity to relax” is unnatural. Spelling errors such as “bart,” “germanay,” “wjo,” and “numver” are noticeable, and “prefer” is repeated. Use precise chart language such as “hours spent,” “recorded,” and “compared with,” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer structures, including a contrast introduced by “However” and a clause beginning “despite that,” but these are often faulty or incomplete. Errors in agreement and sentence construction appear in phrases such as “the number of student studying … is more important” and “the rest which are 16 students,” while the final sentence is unfinished. Articles, plurals, and punctuation are also inconsistently controlled, as in “in their weekday” and the spacing around commas. These problems sometimes make the intended comparison hard to understand. Build accuracy with shorter complete sentences first, then combine ideas using a controlled range of clauses. Check subject–verb agreement, plural forms, and sentence endings before submitting.

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