Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-10-18

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 4.0)

The bar chart illustrate the Information how many hours of different ages group of women varying levels of education spend on basic tasks and gaining educational every week in 2009.

To begin with, Sixteen to nineteen ages women spend 6% time on working and work related task activities 36.8 percent women spend their time for leisure and sports activities and 20 to 24 years of ages women and 6 percent doing their householde activities.

Moreover, 20th to 54th year age women incresing their activities related to working continuous and decrease their leisure and sports activities and also increases in household activities.

In Addition, 55 to 64 year of ages women spend their most time in leisure activities and household

In Con

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the chart’s general subject and includes a few relevant figures, such as 36.8 hours for leisure among women aged 15–19 and 6 hours for household activities in the 20–24 group. However, it does not provide a clear overview of the main patterns, and several comparisons are inaccurate or incomplete. For example, the claim that working activities increase continuously from ages 20 to 54 is not supported: the figures rise to 27 hours, dip slightly, then return to 27. The final sentence is unfinished, and the education groups are not discussed. The response is also 29 words below the required minimum. To improve, summarise the main trends across both age and education groups and support them with accurate comparisons.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response using sequence markers such as “To begin with,” “Moreover,” and “In Addition.” These help signal that new points are being introduced. However, the ideas do not develop in a clear overall progression: the first paragraph mixes age groups and activities, while later points are brief and leave the reader unsure how the comparisons connect. The final phrase, “In Con,” is incomplete, which makes the ending abrupt. Use separate paragraphs for an overview and for the age and education data, and group related comparisons together. Clearer links between each claim and the figures would make the report easier to follow.

Lexical Resource: Band 4.5

The response uses some relevant chart vocabulary, including “working,” “leisure and sports,” and “household activities,” so the topic is generally recognisable. However, word choice and spelling are often inaccurate or repetitive, as in “different ages group,” “householde activities,” and “incresing.” The phrase “gaining educational every week” does not accurately describe the chart, which compares time spent on activities by educational attainment. “6% time” is also unsuitable because the data are hours, not percentages. Aim for precise terms such as “hours per week,” “age groups,” and “educational attainment,” and use verbs such as “rose,” “declined,” or “remained stable” to describe trends. Proofreading spelling and collocations would improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response attempts longer sentences and some linking structures, but grammatical control is inconsistent. The opening sentence lacks a clear grammatical structure (“The bar chart illustrate the Information how many hours…”), and subject–verb agreement is incorrect in “chart illustrate.” Other examples include “Sixteen to nineteen ages women” and “20 to 24 years of ages women,” where the noun phrases are not formed correctly. Punctuation and sentence boundaries are also weak: the long sentence beginning “To begin with” runs several claims together, and the final sentence is unfinished. Practise building accurate simple comparison sentences first, then combine them with clauses such as “while” or “whereas.” Check agreement, articles, plurals, and sentence completion.

See this exact question answered at other band scores. The same prompt compared across bands.

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