Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-06

IELTS Writing Task 1 question

The bar chart below shows the average number of hours that women in various age groups and women with varying levels of education spend on primary activities each week.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Average hours per week women spent in selected primary activities, by age and educational attainment, 2009

Student answer (Band 5.0)

This Bar Chart illustrates the how the women of different age group spent in primary activities or by educational attainment, 2009. The bar chart sows different like from 15 to 19 years old women prefer to have Leisure and sports. Secondly, the other age group 20 to 25 and 25 to 34 are more indulged in working and work related activities because some are high school graduates and some only have done High school diploma. Furthermore the, mature age group of women which are in there 34 to 44 and 55 to 64 are involved in in the house hold activities nothing else. The women in their old age like from 65 to 74 and 75 ore more then that are just spending their most of the time per hour relaxing and having leisure time. They had good degrees and have worked much in their early age. so now they are retired.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task but fails to provide a clear overview or a structured summary of the data. It focuses on individual age groups rather than identifying key trends or making meaningful comparisons between educational levels and primary activities. The information provided is somewhat anecdotal and lacks the analytical approach required for an Academic Task 1 report. Furthermore, the response includes subjective interpretations not supported by the data, such as assuming women in older age groups 'had good degrees' and 'worked much in their early age,' which are not present in the provided chart. To improve, focus on grouping data logically and reporting only the facts presented in the visual.

Coherence and Cohesion — Band 5.0

The response lacks a clear paragraph structure, appearing as a single block of text. While there are some attempts at cohesive devices like 'Secondly' and 'Furthermore,' their usage is often mechanical or logically misplaced. The progression of ideas is disjointed, jumping between age groups without a clear analytical framework. The referencing is also unclear at times, making it difficult for the reader to follow the comparison of data points. To improve, use clear paragraphing to separate the introduction/overview from the body paragraphs, and ensure that cohesive devices are used to link related ideas rather than just starting new sentences.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying on basic phrasing such as 'spend their most of the time' and 'nothing else.' There are several instances of awkward word choices and inaccuracies, such as 'sows' (likely meant 'shows'), 'indulged in working,' and '75 ore more then that.' These errors occasionally impede the clarity of the message. To reach a higher band, you should aim to use more precise terminology related to data description, such as 'proportion,' 'significant,' 'fluctuate,' or 'predominant,' and ensure correct spelling and collocation of common academic terms.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that affect readability. There are issues with subject-verb agreement ('The bar chart sows'), article usage ('the women of different age group'), and sentence structure ('This Bar Chart illustrates the how the women...'). Many sentences are simple or contain structural errors, such as 'the mature age group of women which are in there 34 to 44.' There is a lack of complex sentence structures, and punctuation is inconsistent. To improve, focus on mastering basic sentence construction, subject-verb agreement, and the correct use of prepositions and articles before attempting more complex grammatical forms.

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