Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-10-02

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 chart futher down shows commonly people in the USA ate in fast food restaurants Intervening2003and 2013.

First in 2003 eating fast food in restaurants daily less then 5%, 15% above people go restaurent many time in a week , 30% higher USA people enjoying food in restaurants in 35% below in this year , 30% people go and feel amazing fast food in USA restaurants once or twice a month . after some time the number of people drop ripedly

les then 15% go for fast food .in 2006 and 2013 daily range of people go restaurant lower then 5% , moreover several times of week people go eat food in 2006 only 20% and 15% above in 2013, father the amount of people going restaurant in 2006 high insted of 2013 only 25% go, in next the rang of people low in 2006 like 25% and in 2013it become go on top that time people go only twice a time in every month , people go few times a year only 15 % in both year, and the last the ratio of people lower then 5% .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the task by mentioning some data points from the chart, but the information is presented in a very confused and disjointed manner. While the student attempts to report some figures, such as the percentages for eating fast food daily or weekly, the data is often inaccurate or poorly linked to the correct categories and years. Key features and clear comparisons are largely missing, and the attempt to track trends over the period from 2003 to 2013 is superficial and lacks an overall summary. The reporting is unfocused and minimal, reflecting an inadequate attempt to address the prompt fully. To improve, the writer needs to select the most significant trends and figures accurately and structure them logically into an overview and body paragraphs.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged coherently in this response. The text lacks proper paragraphing, being written as one messy block of sentences. There is a severe lack of logical progression, making it difficult for the reader to follow any clear line of thought. Cohesive devices are either missing, repetitive, or misused, with vague transitions like 'First', 'after some time', and 'in next' failing to create a natural flow between ideas. Pronoun referencing and signposting are weak, causing the relationships between data points to be obscure. To progress, the student must learn to organise information into distinct paragraphs, use appropriate cohesive ties, and ensure a clear, logical sequence from an introduction to body details.

Lexical Resource: Band 4.5

The vocabulary used is basic, repetitive, and heavily constrained. The student relies on simple terms and makes numerous word choice and word form errors, such as 'futher', 'restaurent', 'ripedly', 'les', and 'insted', which frequently strain the reader and impede clear communication. There is little evidence of less common lexical items, and attempts to use descriptive vocabulary result in awkward phrasing like 'feel amazing fast food'. Spelling mistakes are frequent throughout the text. To achieve a higher band, the writer must expand their vocabulary range, learn precise terms for describing data trends (e.g., fluctuate, decline, peak), and pay much closer attention to correct spelling and word forms.

Grammatical Range and Accuracy: Band 4.0

The grammatical range is very limited, consisting mostly of poorly constructed simple sentences and faulty attempts at complex structures. Errors are extremely frequent and often distort the meaning of what is being expressed, such as in fragments like 'daily range of people go restaurant lower then 5%' and run-on sentences lacking proper punctuation. There are constant issues with verb tenses, subject-verb agreement, missing articles, and incorrect prepositions inside grammatical patterns. Punctuation is also heavily neglected, making many sentences difficult to parse. To improve, the student needs to focus on foundational grammar rules, construct complete sentences with correct verb forms, and reduce the density of errors that hinder comprehension.

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