Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-11-02

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 4.5)

Average hours per week women spent in selected primary activities, by age and educational attainment.

The report mainly is focusing on 3 things that women does

that are

1. working and work related activities

2. leisure and sports

3. household activities

Different ages of women do different different work according to their schedules

as I have observed that girl's under the 15-19 are mostly leisure and into sports activities

women of ages 20-24 are mostly working and doing sports and giving less tiem to household activities compared to 15- 19 year's of women

from the age 25-44 most of the women's are just doing working and doing household work and they don't have more leisure time for themselves

from Age 45-64 they usually do work related stuff or they are just have more leisure time

According to the educational attainments those women's time table is very different from all the over women's who are neither working nor studing they have their own busy schedules and proper plan of the day.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the chart’s three activity categories and make some relevant age-group comparisons, such as noting that women aged 15–19 spend substantial time on leisure and that household activity rises across many age groups. However, the response only minimally reports the data: it gives no figures and misses the clearest overall patterns, including leisure being highest among the oldest women and work peaking in the middle age groups. The claim that women aged 25–44 have little leisure is not well supported, since their leisure figures are close to their working hours. The education section is especially unclear and does not describe the chart’s contrasting trends. Select key comparisons and support them with accurate values.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, first naming the three activities, then discussing age groups and finally education. The numbered list makes the categories easy to identify, and phrases such as “from the age 25-44” signal a shift in focus. However, the list and broken opening (“The report mainly is focusing on 3 things… that are”) interrupt the flow, while the age comparisons are presented as a sequence of broad claims rather than a clear progression of the chart’s main patterns. The final education paragraph is not connected to specific comparisons. Use a concise introduction and overview, followed by separate, logically ordered paragraphs for age and education, with linking language that clarifies contrasts.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “working and work related activities,” “leisure and sports,” “household work,” and “educational attainments.” This shows a basic ability to refer to the chart’s subject. However, the range is limited and several expressions are informal or imprecise for an academic summary, such as “doing different different work,” “stuff,” “timetable,” and “busy schedules.” “Girl’s” is also an unsuitable label for adult women, and “sports activities” does not accurately capture the chart’s broader leisure category. Aim for precise terms such as “time spent on,” “household activities,” and “leisure.” Avoid describing routines or schedules when the chart reports average weekly hours.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences, for example, “women of ages 20-24 are mostly working and doing sports and giving less time to household activities,” and the meaning is generally recoverable. However, sentence structures are often awkward or incomplete, as in “The report mainly is focusing on 3 things that women does that are,” and agreement errors occur in “women does” and “those women’s time table.” Punctuation and capitalisation are inconsistent, and several clauses run together without clear sentence boundaries. These issues make the report less controlled and occasionally obscure the intended comparison. Practise accurate subject–verb agreement and build complete sentences around a clear subject and verb; use full stops to separate distinct points.

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

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