Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-07

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)

In this world education is the most important for a person to imporve his life. In every field on matter what you see everything is based on education. In this bar graph we see that women of different age group spend their time on primary activities.

In this bar graph we can see that one this is commom in younger and older girls both spend their most of time on sports & Leisure around 35 to 50 and very less on work related activities hardly 1 to 6. As for household is higher in older girls than younger around 15. Moverover the middle age and old girls sports , work related activities and sport are alomst same move near by 25 to 30. Houshold is Moderate done by these age group women.

As for girl group by their education. The girl who have high diploma or not, they both have almost same figure in work related activities and household activities less than 8. As for sports and leisure it highest around 40. The girl which go to college, do bachelor and some associate degree do sports and leisur more than oter two by 20. As for household and work related stuff they move around 15 and 25 respectively.

Overall, we can say the that girls of young, older, high school pass or not are mostly do leisure and sport activities and other do household more

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to summarise the data but fails to provide a clear overview or accurately report the main features. The description of the data is often vague (e.g., 'around 35 to 50', 'hardly 1 to 6') and contains significant inaccuracies when compared to the provided chart. For instance, the claim that work-related activities are 'almost same' for middle-aged and older women is not supported by the data. The response lacks a clear, analytical focus, and the information is presented in a disjointed manner, making it difficult to identify the key trends or make meaningful comparisons as required by the task instructions.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, but the progression of ideas is unclear. Cohesive devices are used in a mechanical and often incorrect way, such as 'Moverover' and 'As for'. The referencing is frequently confusing, particularly when referring to different age groups or educational categories, which makes the text difficult to follow. The lack of logical flow between sentences and the repetitive structure of the paragraphs hinder the overall coherence of the report. The introduction is also irrelevant to the task, as it discusses the importance of education rather than introducing the graph.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying on basic terms like 'things', 'stuff', and 'activities'. There are frequent errors in word choice and collocation, such as 'hardly 1 to 6' and 'move near by'. The student struggles to use precise terminology to describe the data, often resorting to informal or imprecise language. Spelling errors, such as 'imporve', 'commom', 'alomst', and 'Houshold', are frequent and occasionally distract the reader. The range of vocabulary is insufficient to convey the information with the necessary precision for an Academic Task 1 response.

Grammatical Range and Accuracy — Band 5.0

The response relies heavily on simple sentence structures, and attempts at more complex sentences are often marred by grammatical errors. There are frequent issues with subject-verb agreement (e.g., 'girls... spend their most of time'), article usage, and sentence fragments. Punctuation is also inconsistent, which affects the clarity of the writing. While the meaning is generally discernible, the high frequency of errors in basic grammar structures prevents the response from reaching a higher band. The writing lacks the control and variety of structures required for a higher score.

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