Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-03

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 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.

Overall, older women spent more time in leisure and sports comapre with other age groups while other two categories such as working and work realted activities the last one is household activities in these activities women shop weeks preference.

In 2009 women aged between 15 and 24 those women spent has more than 30 hours in leisure and sports and other two has very low hours per week. The next age groups from 25 to 64 those women have most time in working and work related activities moreover, leisure and sport as compare to household activites. The last aged group female between 65 and 74 have 44.0 in leisure and sports other were 21.1 hours is household. The last one is Women aged 75 and over spent 51.7 hours on leisure and sports.

By contrast, less tha n a high school diploma and high school graduates ,no college approximately 40 hours an average in leisure and sports. Nearly 20 hours in household and working work related activities had 10.7 in school diploma and 16.7 in high school graduates. Furthermore, some college or associate degree and bachelor's degree & higher had 23.3 and 27.4 in working & work-related activities and near 30 hours average and household approximately 15 hours something hours per week in 2009.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, as it attempts to cover both age groups and educational attainment levels shown in the chart. However, some parts of the data are presented in a confused manner, and key features are only partially developed or inaccurately reported. For instance, the overview sentence is vague and fails to clearly summarize the main overall trends, such as the clear dominance of leisure time across all demographics and the shift towards work activities in middle age. Furthermore, data referencing is imprecise in places, such as stating 'other were 21.1 hours is household' for the 65 to 74 age group, which lacks clarity. While the student identifies several data points, the lack of a clear, coherent selection of main features and trends keeps this part of the response at the current level.

Coherence and Cohesion: Band 5.0

There is some basic organization in the response, beginning with an introduction and attempting to group information by age and education. However, there is no clear overall progression, and the transitions between sentences and paragraphs feel disjointed. Cohesive devices are either missing, inadequate, or used inaccurately, such as the repetitive use of 'The last one is' and 'The next age groups'. Paragraphing is attempted, but the internal structure of the body paragraphs lacks logical sequencing, making it difficult for the reader to follow the comparisons smoothly. Referencing and signposting are often faulty, which disrupts the flow of information across the text.

Lexical Resource: Band 5.0

The vocabulary used is limited and repetitive, though it is minimally adequate for conveying basic information from the chart. There are noticeable lexical errors, such as 'comapre with' instead of 'compared with', 'work realted' instead of 'work-related', and 'shop weeks preference' which is awkward and unclear. Word choice and phrasing often sound unnatural or imprecise, such as 'most time in working' or 'some college... had 23.3'. These vocabulary errors and the lack of a wider range of appropriate academic terminology mean that communication requires some effort from the reader.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, relying mostly on simple sentences or awkwardly joined clauses that frequently break down grammatically. Attempts at longer sentences result in severe structural errors, such as dangling modifiers and missing verbs, as seen in 'In 2009 women aged between 15 and 24 those women spent has more than 30 hours...' and 'By contrast, less tha n a high school diploma and high school graduates ,no college approximately 40 hours an average in leisure and sports.' Frequent errors in subject-verb agreement, verb tense consistency, prepositions, and punctuation cause significant difficulty for the reader and obscure the intended meaning of many sentences.

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