Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-02

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 average number of hours that women in different age groups and women with different levels of education spend on three primary activities per week.

Overall, All age groups women spend more on Leisure & sports as compared to other activities per week. While all age groups women are spending little less on working & work related activities per week. Wheras, From 15 to 34 age group women spend very less on Household activities.

In Contrast, Higher school diploma and High school graduates spends more on Leisure & sports but Associate degree and Bechelors degree & higher spend less. While Higher school diploma and High school graduates spends less working & work related activities. Additionally, Associate degree and Bechelors degree & higher spend more on working activities.Therefore, All mention education level of women spend approx same level on Household activities. Moreover, Educated women prefers to spend on household activities while other age group levels of women spends more on Leisure & sports.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting a summary of the data but containing several inaccuracies and under-developed ideas. While the writer attempts to outline general trends, some comparisons are confusing or factually incorrect when measured against the chart. For instance, the claim that 'all age groups women spend more on Leisure & sports' is partially supported, but statements regarding educational attainment categories—such as confusing high school and college groups or misinterpreting working hours—lack clarity and precise data support. The overview is overly generalised and misses key structural trends in the data. To reach a higher level, the writer needs to select and report the most salient features more accurately, avoiding sweeping statements and ensuring that data points are cited correctly to support clear comparisons.

Coherence and Cohesion: Band 5.5

There is some organisation present, but the response lacks clear overall progression. The essay opens with an introductory sentence and attempts a body paragraph structure, but the logical flow between sentences is disjointed. Transitions like 'While', 'Wheras', and 'In Contrast' are used, but they are often inaccurate or mechanically applied, failing to create a smooth contrast between ideas. Furthermore, paragraphing is underdeveloped, and referencing is sometimes unclear, making it difficult for the reader to follow the grouping of data. To improve in this criterion, the writer should organise information into distinct, logically grouped paragraphs—such as separating the age breakdown from the educational attainment breakdown—and ensure that cohesive devices are used accurately to signal relationships between data points.

Lexical Resource: Band 5.0

The vocabulary range is limited but minimally adequate to convey basic concepts related to the chart. The writer attempts some less common terms and data-related vocabulary, but noticeable errors in word choice, word form, and spelling occur throughout the text, such as 'Wheras', 'Higher school diploma' instead of 'Less than a high school diploma', and 'Bechelors degree'. These lexical inaccuracies and non-standard collocations cause some difficulty for the reader and reflect a weak grasp of academic phrasing. To achieve a higher band, the writer must expand their vocabulary range beyond basic descriptors, use correct word forms and precise academic collocations, and eliminate spelling mistakes by proofreading carefully.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of structures, relying mostly on simple sentences with frequent attempts at complex forms that turn out faulty. There are persistent errors in grammatical structures, subject-verb agreement, and articles throughout the text, such as 'All age groups women spend', 'spends more on', and 'All mention education level of women spend'. Punctuation is also problematic, with incorrect capitalization and awkward comma usage. These frequent grammatical errors can cause difficulty and strain for the reader. To progress, the writer needs to demonstrate better control over basic sentence patterns, ensure correct subject-verb agreement, and increase the proportion of error-free complex sentences.

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