Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-11-09

IELTS Writing Task 1 question

The chart below shows how frequently people in the USA ate in fast food restaurants between 2003 and 2013.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

 

Student answer (Band 4.5)

"The bar chart illustrates the different proportions of frequency of eating of food food in the

USA between 2003 to 2013.People who ate fast food once a week accounted for 33%in 2006.

People who ate fast food every day represented by 5%in 2003.Morever,People who ate fastfood several times a week represented by 20%in 2006.People who ate fast food a few times a year accounted for 15%were remained same.Overall,people who fastfood once a week for 33% was highest.And the people who fast food every day was the lowest.These were the different Frequency of eating at fast food resturants among people in the USA."

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the chart’s subject and report several relevant figures, including 33% eating fast food once a week in 2006 and 20% several times a week that year. However, the response covers the data only minimally: it gives little comparison across all three years, and the overview is inaccurate because daily eating was not consistently the lowest category—“never” was slightly higher in 2003, while both categories were low in later years. The claim that 33% was the highest applies only to one category in one year, not to the chart as a whole. The response is also 48 words below the required minimum, limiting the detail available. Add a clear overview and compare the main changes across the period.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: it introduces the chart, lists several figures, and ends with an overall statement. This gives the reader some sense of the topic, but the information is not arranged into clear paragraphs or grouped comparisons. Most details are presented as separate statements, and the repeated opening “People who ate fast food…” makes the progression feel list-like. The overview also appears after the individual figures rather than clearly guiding the report. Use a short introduction and overview, then group the comparisons—for example, weekly or more frequent eating in one paragraph and less frequent categories in another. Check punctuation and spacing after full stops to make the sequence easier to follow.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, such as “proportions,” “accounted for,” and “represented by,” and the topic is generally understandable. However, the range is limited and several phrases are repetitive or imprecise. “Different proportions of frequency of eating of food food” is awkward and repeats “food,” while “fastfood” and “resturants” show spelling problems. “Were remained same” does not clearly express that a figure stayed unchanged. Use concise, accurate terms such as “frequency of fast-food consumption” and “the figure remained stable.” Also distinguish categories carefully: “once a week” and “once or twice a month” are different frequencies. More varied, precise vocabulary would make the comparisons clearer.

Grammatical Range and Accuracy: Band 4.5

The response mainly uses short, simple statements, with limited variety in sentence structure. Several grammatical errors make the writing less controlled, although the general topic can still be understood. For example, “People who ate fast food every day represented by 5%” is missing a verb such as “were,” and “15% were remained same” combines incompatible verb forms. The sentence “Overall, people who fastfood once a week for 33% was highest” has an incomplete clause and unclear subject–verb structure. There are also inconsistent spaces after punctuation and missing spaces before percentages. Practise complete comparison sentences, such as “The proportion eating once a week peaked at 33% in 2006,” and check verb forms, articles, and punctuation.

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