Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-09-01

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 rendered chart depicts the information about the rate of masses in the usa ate in fast food between 2003 and 2013.

Overall the highest rate of masses in the usa consumes is once a weak and the lowest frequancy is every day for ate fast food outlets .

In 2003 every day regularity of eating at fast food restaurants among pupils in the Usa was very lower rate of fast food outlets like a below a 5% and in other years are also gave a similar as a 2003 that also have aa lower frequancy level from 5% . In a several times a weak the rate of fast food chains for Americans is higher than the every day consumption the several times a weak that comsumes a 20% after 3 years and most of similar in 2003 and after one decade . which us consumers are never consume in 2003 , 2006 and after 7 years that is 5% and below than five percent.

In once or twice a month have highest rate in 2013 day by day generation is change and began into fast food chains with upto 30% as campare to other 365 days in a 2003 and after 3 years . In ince a weak is most populer in usa consumers which is upto 30% in 2006 but lower after one decade.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to summarise the data, but it fails to clearly identify the main trends or provide accurate comparisons. The description of the data is often confusing, such as the claim that 'every day' consumption was the lowest frequency, which is correct, but the supporting data points are poorly articulated. The overview is weak and lacks a clear summary of the most significant features. Furthermore, the data interpretation is inconsistent, and the lack of clarity regarding the specific years and categories makes it difficult for the reader to follow the trends. To improve, focus on selecting the most prominent features and presenting them with precise data points.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the logical flow is severely hampered by poor sentence structure and confusing transitions. Cohesive devices are either missing or used incorrectly, such as 'which us consumers are never consume' and 'as campare to other'. The progression of ideas is disjointed, making it difficult to follow the comparison of data across the years. The referencing is often unclear, and the lack of effective linking words means the reader must struggle to connect the information provided. Improved use of transition signals and clearer paragraph structure would significantly enhance the coherence of the report.

Lexical Resource — Band 5.0

The vocabulary is limited and often inaccurate, which frequently impedes communication. There are numerous errors in word choice and collocation, such as 'rate of masses', 'every day regularity', and 'began into fast food chains'. The student relies on repetitive and basic phrasing, failing to use the precise terminology required for describing statistical data (e.g., 'fluctuated', 'remained stable', 'peaked'). Spelling errors, such as 'frequancy', 'populer', and 'comsumes', are also present. To reach a higher band, the student needs to expand their range of academic vocabulary and focus on using words in their correct context.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that often obscure the intended meaning. There is a lack of control over basic sentence structures, with many sentences being fragmented or run-on. Issues with subject-verb agreement, tense consistency (e.g., 'in other years are also gave'), and article usage are pervasive throughout the text. While there is an attempt at complex sentence structures, these are almost always faulty, leading to a lack of clarity. The student needs to focus on mastering simple sentence construction and ensuring basic grammatical accuracy before attempting more complex structures.

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