Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Momentum Workout · 2026-10-10

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 6.5)

The bar chart illustrates average hours per week women spent in household activities, leisure and sports, and work related activities by age and education qualification in the year 2009.

Overall, across all the age group women consistently devoted majority of their time to leisure and sports acitvities, while work related activity increased gradually and peaked for the women aged between 45 and 54 before declining, whereas weekly time spent on household activities grew with the age. Notably, women of aged 25 and over, and with a bachelor degree or some college degree spent more time in work related activities weekly compared to women with less than a high school diploma or high school graduates.

For working and work related activities, women aged from 15 to 19 and 65 to 74, both the group spent 6.9 hours weekly. The weekly average increased considerably for women between the ages of 20 to 24 at 22.1 hours. The number of hours continue to increase to 27 hours for women between the ages of 25 to 34 and fell to 26.3 hours for women aged 35 to 44 before peaking to 27.3 for women aged 45 to 54.

Leisure and sports acitvity was highest for among the women aged 75 and over, followed by 44 hours by women between the age 65 and 74. The lowest was seen in the women aged 35 to 44 at 27.4 hours. Average weekly time on household activities increased from 6 hours for women aged 15 to 19 to 21.1 hours for women aged 75 and above.

The average amount of weekly time spent on primary activties by women varies depending on their education attainment. For work related activties, women with bachelor degree or higher spent 28.6 hours and 23.3 hours by women with some college or associate degree, whereas women with no high school diploma spent just 10.7 hours. Leisure and sports and household activties witnessed similar trend. Women without high school diploma spent 43.1 hours on leisure and sports and 20 hours on household activties, while women with bachelor degree or higher spent 28.6 hours on recreational activtiy and 15.2 hours on hosuehold chores.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the chart’s subject and provide a clear overview of the main age-related patterns: leisure is generally the largest category, work rises to a middle-age peak before falling, and household time increases with age. You also include relevant comparisons for educational attainment, such as the higher work figure for degree holders than for women without a high-school diploma. These features show good coverage of both chart sections. However, some details are inaccurate or incomplete: work peaks at 27.0 hours for ages 25–34 and 45–54, not 27.3, and leisure is highest at 51.7 hours among women aged 75 and over. The education overview is less developed, and the claim that leisure and household activities show a “similar trend” is too broad; household hours do not follow the same pattern as leisure.

Coherence and Cohesion: Band 6.5

The response is organised into a clear introduction, overview, and paragraphs covering age and education, so the reader can follow the chart’s two groupings. Comparisons are generally placed in a sensible order, and phrases such as “whereas” and “while” help show contrasts. This gives the report a coherent overall structure. At times, however, connections are mechanical or unclear. The overview’s long sentence combines several trends, and “Notably” introduces an education comparison without clearly linking it to the preceding age overview. The final paragraph also moves between work, leisure, and household figures without a concise synthesis. Use clearer topic sentences and group each comparison consistently to make progression more controlled.

Lexical Resource: Band 6.0

You use an adequate range of chart-reporting vocabulary, including “illustrates,” “peaked,” “declining,” “average,” and “whereas.” These choices help communicate trends and comparisons, and the meaning remains clear despite some inaccurate or awkward expressions. However, spelling errors recur in key terms, including “acitvities,” “activties,” “activtiy,” and “hosuehold,” which reduces accuracy. Some collocations are also imprecise: “spent more time in work related activities weekly” and “recreational activity” are less natural in this context. Repeated use of “women” and “hours” also limits flexibility. Check spelling carefully and use precise, conventional phrases for describing time allocation and chart categories.

Grammatical Range and Accuracy: Band 6.0

You attempt a mix of simple and complex sentences, including clauses with “while,” “whereas,” and “before,” and most of the data remains understandable. Some grammatical errors occur, but they rarely prevent the reader from following your comparisons. Examples include “across all the age group women,” where the plural form and sentence structure are faulty, and “women of aged 25 and over,” which has an incorrect construction. In “both the group spent,” the subject and verb do not agree, while “The number of hours continue” has a tense/agreement error. Articles and prepositions are also inconsistent, as in “a bachelor degree.” Review agreement, articles, and age-group phrasing, then proofread each sentence for a complete and accurate structure.

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