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)

The bar chart shows the comparison between women of varying age groups and educational levels, representing how they actually spend time on primary activities each week. These primary activities include working and work related activities, leisure and sports and household activities.

Firstly, if we talk about educational attaintment; we can obeserve that more women spend most of their time in leisure and sports activities, irrespective of the educational level they attain. The group that belongs to less than high school diploma women demonstrates the highest number of individuals spending their time in extra curricular activities, setting the bar at 43.1

If we talk about age groups, it can be seen that older age group enjoys most of their time in leisure and sport activities, while the women of age group 35 to 44 spend their least time in these activities.

Most of the time of women who belongs to are young and middle age, above 25, are busy with their work related activities and household activities.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response addresses the task only partially and presents a confused interpretation of the data. For instance, the student misinterprets the chart by stating that women with less than a high school diploma spend their time in 'extra curricular activities,' confusing educational attainment categories with age groups or life stages, and misapplying the term to adult leisure hours (43.1 hours). Furthermore, the overview is weak, and comparisons across categories lack precision and proper selection of main features. While some figures are quoted, the overall selection is flawed, leading to an under-developed and inaccurate summary that falls short of fully covering the prompt's requirements.

Coherence and Cohesion: Band 5.5

The response exhibits some organisation through the use of transitional markers such as 'Firstly' and 'If we talk about,' but the overall progression of ideas is disjointed and lacks a clear logical flow. Paragraphing is attempted, but the grouping of information is erratic, mixing educational attainment and age group data without a cohesive strategy. Furthermore, referencing is occasionally imprecise, and the repetitive reliance on conversational framing phrases like 'if we talk about' creates a mechanical structure that hampers the smoothness of the text.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. There are noticeable lexical errors, such as the misspelling 'attaintment' and the unnatural use of 'extra curricular activities' to describe adult leisure time. Word choice lacks precision, and attempts at less common vocabulary result in awkward phrasing that occasionally causes confusion for the reader. While basic terms for the chart categories are successfully adapted, the lack of a wider range of appropriate academic collocations prevents the response from achieving a higher level of lexical control.

Grammatical Range and Accuracy: Band 5.5

The writing displays a limited range of sentence structures, with heavy reliance on basic patterns and faulty attempts at complex clauses. There are frequent grammatical errors, including subject-verb agreement issues such as 'the women of age group 35 to 44 spend their least time' and awkward phrasing like 'most of the time of women who belongs to are young and middle age.' Punctuation errors, such as the incorrect semicolon use after 'attaintment;', also occur. These errors persist throughout the text, though they rarely impede overall communication entirely.

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