Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-10-03

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 line graph illusturate how frequently people in the USA ate in fast food resturants one decad.Overview, the graph is steady high in eating jusnk food over the last years.

To begin with, The bar graph firstly show to every day eating fast-food in 2003 is only few percentage people can adopt, but if talk eat junk food in once a week this graph rapidly high and 30-35% of people consume,as compare to evryday and several time in a week graph.furthormore, in that serveral times week graph in 2006 is high as compare to 2003 and 2013, that is main comaprision.

On the other hand, The crucial things are in once or twice in month about eating fast-food in 2013 there are lots of people who eat fast-food once in month.Inaddition, there are only 15% of people who eat few time fast food in a whole year.So there are some serveral thigs graph can illusturate.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the prompt by discussing the frequency of eating fast food in the USA between 2003 and 2013, but the attempt is minimal and only partially addresses the task. Furthermore, the length requirement is not met, as the response contains 145 words, falling short of the 150-word minimum (excluding words copied from the prompt). While the writer mentions a few categories such as eating every day or once a week, the reporting of data lacks precision, and the overview is vague and poorly formulated ('Overview, the graph is steady high in eating jusnk food over the last years'). Important trends across the ten-year period are overlooked, and key comparisons between the categories are not clearly established, resulting in an underdeveloped and fragmented summary of the visual data.

Coherence and Cohesion: Band 4.5

The organisation of the text is basic and lacks clear overall progression. Although the writer attempts to use transition markers such as 'To begin with' and 'On the other hand', the progression of ideas is frequently disrupted by awkward phrasing and confusing transitions. Paragraphing is attempted, but the grouping of information feels random rather than logically sequenced. Cohesive devices are sometimes mechanical or inaccurate, and referencing is often unclear, making it difficult for the reader to follow the flow of arguments and comparisons. To improve, the writer needs to structure the response with a clear introduction, a distinct overview paragraph, and well-organized body paragraphs that group related data logically with appropriate cohesive links.

Lexical Resource: Band 4.5

The vocabulary used is basic, repetitive, and restricted in range, which heavily limits the precision of the report. There are numerous spelling errors throughout the text, such as 'illusturate', 'resturants', 'decad', 'jusnk', 'evryday', 'furthormore', 'comaprision', 'Inaddition', and 'thigs', which frequently strain the reader. Word choices are often imprecise or inappropriate for an academic context, such as using 'few percentage people can adopt' instead of a statistical descriptor. The lexical range is minimally adequate to convey a very basic idea of the chart's content, but frequent errors in spelling and word form prevent the response from achieving a higher level.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, relying heavily on simple structures and faulty attempts at complex sentences. The text contains frequent grammatical errors, including tense inconsistencies, missing articles, incorrect prepositions, and faulty subject-verb agreement (e.g., 'the bar graph firstly show to every day eating fast-food... is only few percentage people can adopt'). Punctuation is also poorly controlled, with run-on sentences and missing boundary markers. These frequent errors cause considerable difficulty for the reader and impede comprehension. To progress, the writer must focus on mastering basic sentence structures, ensuring correct verb forms, and improving control over grammatical agreements and punctuation.

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