Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-08-17
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 5.0)
The chart illustrates the frequency proportion of the people eating fast food in USA from 2003, 2006 and 2013 in the food restaurants from every single day to never.Overall, in 2003 the rate of the fast food rises up to 32 percent then started gradually decline and in the 2006 the rate of the eating the fast by the US people rises up to approximately 33 percent then experienced a steady decline and the same pattern is followed in the 2013.
the rate of the fast food increased in 2003 per day in the contrast of the 2006 and 2013 but the rate of the people rises in several times a week in 2006 in the contrast of the 2003 and 2013. The percentage of the people grown in the 2006 in the contrast of the 2003 and the 2013 but once or twice a month rate of the people increased in the 2013. The percentage of the people few times a year is similar in 2006 and 2013 but experienced a decline in 2003 and in never faced a rise in 2003 and the behavior is same in 2006 and 2013.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarize the data but fails to clearly identify the main trends or provide a coherent overview. The description of the data is confusing and inaccurate; for example, stating that the rate 'rises up to 32 percent' in 2003 is not supported by the chart, which shows 'once a week' at 32%. The response lacks a clear selection of key features, instead listing percentages in a repetitive and disjointed manner. The comparison between years is difficult to follow due to imprecise language and a lack of focus on significant changes or stable trends. To improve, focus on grouping data logically and highlighting the most prominent differences rather than listing every category.
Coherence and Cohesion — Band 5.0
The essay lacks a logical structure. The introduction is poorly formed, and the body paragraphs are disjointed, making it difficult to follow the progression of ideas. Cohesive devices are used mechanically and often incorrectly, such as the repetitive use of 'in the contrast of'. Paragraphing is inadequate, as the response is essentially two long, dense blocks of text that do not clearly separate the overview from the supporting details. Referencing is often unclear, leaving the reader to guess which category or year is being discussed. Better use of linking words and clear paragraph breaks would significantly improve readability.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic phrases like 'rate of the people' and 'in the contrast of'. There are several instances of awkward word choice and phrasing, such as 'frequency proportion of the people eating fast food' and 'the behavior is same'. The student struggles to use precise terminology to describe statistical trends, often using 'rises' or 'increased' where more specific terms like 'fluctuated', 'remained stable', or 'peaked' would be appropriate. The range of vocabulary is insufficient to convey the information with the necessary precision for an Academic Task 1 response.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement (e.g., 'the percentage of the people grown'), incorrect preposition usage, and awkward sentence structures. The essay relies mostly on simple sentence patterns, and attempts at more complex structures are often faulty or confusing. Punctuation is also inconsistent, with missing spaces after periods and run-on sentences. To reach a higher band, the student needs to focus on basic sentence construction, correct verb tenses, and ensuring that articles and prepositions are used accurately.
See this exact question answered at other band scores — the same prompt compared across bands.
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