Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 12 · 2026-11-14

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 5.5)

The chart illustrates the percentage of eating fast food in American people between 2003 and 2013.

Overall, The highest percentage was recorded in once a week and once or twice a month , whereas everday experienced the lowest figure.

In 2003, highest percentage was recorded in once a week at nearly 32% followed by once or twice a month at 30%. Moreover about 16% people ate several times a week and approximately 12% people ate a few times a year .Only 5% people never ate and people who ate every day are nearly 4%.

Conversely, In 2006 more than 30 % ate once a week followed by 25 % at once or twice a month and ending with almost 2% who ate daily.Aditionally, in 2013 a significant frequency was observed at once or twice a month about 32% while lowest frequency was observed at every day about 2%.While others displayed range of percentages from almost 27% to almost 3% who ate fast food never in their life

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main categories and give several relevant figures, including the high proportions eating once a week or monthly and the low daily figures. However, the overview is not fully accurate: “once a week and once or twice a month” were not jointly the highest throughout, since monthly eating peaked in 2013 while weekly eating peaked in 2006. Some reported values are also inaccurate: daily eating in 2006 and 2013 was about 3%, not almost 2%, and the 2013 range is not clearly described. To strengthen the response, summarise the key shifts across all three years and compare the main categories consistently, rather than leaving “others” vague.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure, with an opening, an overview and details for the years, and the reader can generally follow the chronological sequence. However, progression is uneven: the first detail paragraph covers 2003, while the next combines 2006 and 2013, and the final phrase “While others displayed range” does not clearly connect to the figures it refers to. Linking words such as “Moreover” and “Conversely” are used, but “Conversely” does not express a clear contrast in that context. Organise the details into more balanced comparisons, and use explicit references such as “the remaining categories” followed by their values.

Lexical Resource: Band 5.5

You use relevant task vocabulary, including “percentage,” “highest,” “lowest,” “approximately” and “frequency,” so the topic is generally clear. However, the range is limited and several word choices or collocations sound unnatural, such as “percentage of eating fast food in American people” and “a significant frequency was observed.” “Ending with” is also imprecise for describing a chart category, while “never in their life” is an awkward way to report the “Never” group. Aim for concise, conventional chart language and vary the verbs used to describe proportions. For example, say that a percentage “ate fast food” or “accounted for” a share, rather than describing a “frequency” as being observed.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, and the main message is usually understandable. However, errors in sentence construction and punctuation recur. For example, “In 2003, highest percentage was recorded” needs an article before “highest,” and “Only 5% people never ate” needs “of” after the percentage. The sentence beginning “While others displayed” is a fragment, and several sentences run together without spaces or appropriate punctuation, as in “a year .Only” and “daily.Aditionally.” Capitalisation after commas is also inconsistent (“Conversely, In 2006”). Check articles, percentage constructions and sentence boundaries, then proofread punctuation so that comparisons are expressed in complete, controlled sentences.

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