Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-15

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)

The given bar chart illustrates the average hours per week women spent in selected primary activities, by age and educational attainment 2009.

Overall, it is evident that, most of women spend the number of hours on their free time that is over 20 hours for all every category.

It can be clearly seen that women 75 age group and over spend their time on leisure activities and sports were 51. 7 hours and , while time spend on working was 1.3 hours per week. Also women who from 45 to 54 working more than ones who are little, for instance 15 to 19 . The difference is almost 20 hours.

However, the number of hours spent per week on working by the ones who have higher degrees is significantly higher than the ones who did not graduate high school with approximately 16 hours per week.

Moving further, most of girls who did not receive high diploma have more free time per week and that is 38.9 hours than the ones who have higher degree higher than bachelor which is 28.6 .

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to address the task by selecting and reporting some main features and comparisons from the bar chart. However, the response contains several inaccuracies in data interpretation. For example, the writer states that women who did not receive a high school diploma have 38.9 hours of free time, whereas the chart shows that figure belongs to high school graduates, and those without a high school diploma have 43.1 hours. Additionally, the overview is extremely basic and mechanically phrased ('most of women spend the number of hours on their free time that is over 20 hours for all every category'). While comparisons between age groups and educational attainment are attempted, the confusion over specific data points and under-developed reporting prevents the response from reaching a higher band.

Coherence and Cohesion — Band 5.0

The text is structured into short paragraphs, but the logical flow and progression are weak. The overview is awkwardly constructed and disconnected from the body paragraphs. Cohesive devices are used minimally and often incorrectly, such as starting a sentence with 'Moving further' to introduce education data. Furthermore, referencing and pronoun use are frequently unclear or missing, making it difficult for the reader to follow the comparisons smoothly. Paragraphing is present, but the internal organization lacks clear structural cohesion.

Lexical Resource — Band 5.0

The lexical range is limited and repetitive. The student relies heavily on basic vocabulary and struggles with accurate word formation and collocation, writing phrases like 'women 75 age group' instead of 'women aged 75 and over', and 'time spend on working' instead of 'time spent on working'. There are also frequent awkward word choices, such as 'most of girls' to refer to adult women and 'high diploma' instead of 'high school diploma'. While the vocabulary is minimally adequate to convey a general topic, noticeable errors in word choice and form restrict the score.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence structures, but control over grammar is weak. There are numerous grammatical errors throughout the response, including missing articles ('most of women', 'have higher degree'), incorrect prepositions ('spend their time on leisure activities and sports were 51.7 hours'), and faulty clause structures ('women who from 45 to 54 working more than ones who are little'). These frequent errors and awkward phrasings cause noticeable difficulty for the reader and prevent the response from achieving a higher band score.

See this exact question answered at other band scores — the same prompt compared across bands.

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