Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

This chart presents the Average hours per week women spent in selected primary activities, by age and educational attainment at the year 2009.

According to the analysis women from the age 15 to 19 tend to have more leisure activities than other activities related to household or work.

From 20 to 54 the time spent working is increased as well as household activities but the leisure numbers stay basically consistent between 32% and 36%.

By the ages 65 and more the work activity is decrease significantly while the percentage of leisure increase to almost 52% per week.

Of course looking at that age its related to retirement that's why we see lower working hours.

Wich brings us to the numbers related to education achievements where we find women with less than a highschool diploma with less working hours than women that graduated college and/or with some college. However women with a bachelor's degree or higher tend to have more working hours and less leisure.

We can conclude with this analysis that not only age that plays a difference in how much women spend working but also the educational achievements play a big role in finding a job.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response partially addresses the task by reporting several main features of the chart, such as the trends for working hours and leisure across age groups and educational levels. However, some parts of the task are handled weakly or inaccurately. For instance, the student states that leisure numbers stay 'between 32% and 36%', which misinterprets the data since the chart measures hours per week, not percentages. Additionally, the final sentence generalizes about finding a job, whereas the chart specifically depicts primary activities of women already categorized by age and education. The overview is somewhat basic, and the reliance on incorrect units prevents the response from moving up to a higher band.

Coherence and Cohesion: Band 5.5

The text demonstrates some overall organization with an introduction, body points covering age and education, and a concluding remark, showing that information is generally grouped by topic. However, there is no clear overall progression, and cohesive devices are rather basic or occasionally mechanical, such as 'Of course looking at that age its related to retirement' and 'Wich brings us to the numbers'. Paragraphing is minimal and not fully utilized to separate distinct parts of the data, such as the transition from age-related trends to educational attainment trends. Referencing is also sometimes vague, which disrupts the logical flow of ideas.

Lexical Resource: Band 5.0

The vocabulary used is limited but minimally adequate to convey basic ideas about working hours and leisure. There are noticeable lexical errors, such as using 'percentage' instead of 'hours' when describing the leisure data ('the percentage of leisure increase to almost 52% per week'), and spelling errors like 'Wich' instead of 'Which' and 'highschool' instead of 'high school'. Word choice is generally simple and repetitive, with frequent reliance on basic terms like 'activities', 'time spent', and 'numbers'. These limitations and inaccuracies cause some friction for the reader and keep the score at this band level.

Grammatical Range and Accuracy: Band 5.0

The writer attempts a mix of simple and complex sentence forms, such as 'According to the analysis women from the age 15 to 19 tend to have more leisure activities than other activities...'. However, there is a limited range of grammatical structures, and attempts at complex sentences are frequently faulty. There are multiple grammar and punctuation errors throughout the text, including missing commas, incorrect prepositions ('from the age 15 to 19', 'at the year 2009'), verb tense and voice inconsistencies ('the work activity is decrease significantly'), and a lack of apostrophes ('achievements' instead of 'achievement's'). These frequent errors can cause occasional difficulty for the reader.

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