Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-09-25
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 bar chart shows proportion of eating fast food restaurants among population in the USA between th e year 2003 and 2013. Units are measured in percentage of people.
Overall, consumption of fastfood increases in everyday to once a week in year 2003 and 2006 and fell just after it till never,while in the year 2013 it rose from every day to once a week and fell after it throught never.
To begin with, consumotion of fast food for every day accounted for 4% in the year 2003 and at 3% for remaining years. Having it several times icreased drametically by around 17%,20% and 16% respectively for the year 2003,2006 and 2013. it was also rose for once a week by almost 31%,33% and 27% for the year kept on.
For once or twice a month it was noted for 30%,25% and 33% for years respectively kept on. Then it faced noticeable loss for A few times a year at 13% for the year 2003 and at 15% it remained same for both years. Likewise consumption of fastfood was almost same for everyday and never.
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 student attempts to address the task by summarizing the main features of the bar chart regarding fast food consumption in the USA from 2003 to 2013. However, the overview is confused and inaccurate, stating that consumption 'increases in everyday to once a week in year 2003 and 2006 and fell just after it till never.' The body paragraphs attempt to report data points (e.g., 4%, 17%, 31%), but the descriptions of trends are often muddled, and key comparisons are largely missing. Furthermore, some data extraction contains minor inaccuracies, and the overall structure lacks a clear summary of the most prominent trends. This performance aligns with Band 5, as the task is addressed only partially and ideas/trends are under-developed or unclear.
Coherence and Cohesion: Band 5.0
The response is organized into an introduction, an overview, and body paragraphs, showing an attempt at logical paragraphing. However, the overall progression is disrupted by confusing phrasing and poor logical links. Cohesive devices are used awkwardly or inaccurately, such as 'Having it several times' and 'for the year kept on,' which creates mechanical and repetitive transitions. Referencing between sentences is sometimes unclear, making the flow disjointed. This corresponds to Band 5, where there is some organization but no clear overall progression, and cohesive devices are inadequate or repetitive.
Lexical Resource: Band 5.0
The student demonstrates a limited vocabulary range with frequent errors in word choice, collocation, and phrasing. Examples include 'proportion of eating fast food restaurants' (instead of 'proportion of people who ate'), 'consumotion', 'icreased drametically', and 'noticeable loss for A few times a year.' There are also several spelling errors. While the vocabulary is minimally adequate to convey basic data points, the noticeable errors and unnatural phrasing cause some difficulty for the reader and prevent the text from achieving a higher band. This fits the Band 5 descriptors well.
Grammatical Range and Accuracy: Band 5.0
The writer attempts a mix of simple and complex sentence structures, but many of the complex attempts are faulty and awkward, such as 'Overall, consumption of fastfood increases in everyday to once a week in year 2003 and 2006 and fell just after it till never,while in the year 2013 it rose...'. Frequent grammatical errors, awkward prepositions ('for the year kept on'), and punctuation mistakes (missing spaces after commas) are evident throughout the text. These errors frequently cause difficulty for the reader and detract from the clarity of the message, matching the criteria for Band 5.
See this exact question answered at other band scores. The same prompt compared across bands.
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