Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-08

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 charts illustrate the frequency of eating fast food resturants among people in the usa between 2003 and 2013.

Overall, it is clear that once a week and twice a month had the height figure, wheras every day had the lowest.

Looking at the details, every day recorded number is 4 percent, followed by category at never similarly, a few times a year had 15 percent inin 2006 and 2013 but in 2003 it has 14 proportion, while severals times a week has in 2006 20 percent in the show although 2003 it has 16 abd 2013 it had 15 percent period.

Once a week it had in beggining 30 percent of although center of the bar it has 32 percent at the end of time it had 26 proportion, However once twice a month at start it had 30 percent at the 2006 it has 25 at the last 32 perctange

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s subject and mention several relevant categories, including daily eating, weekly eating and monthly eating. However, the overview is unclear and partly inaccurate: “once a week and twice a month had the height figure” does not identify the changing pattern, and daily eating was not consistently the lowest because “never” was lower in 2006 and 2013. Several figures are also misreported: for example, once a week was about 31%, 33% and 28%, while you give 30%, 32% and 26%; the 2003 figure for a few times a year was about 12.5%, not 14%. A clearer overview of the main shifts, followed by accurate comparisons across all three years, would make the summary more complete.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an introduction, an overview and a paragraph of details, and it attempts to group information by frequency. This gives the reader some sense of the chart’s categories. However, progression within the detail paragraph is difficult to follow: figures for different categories and years are crowded into long, loosely connected sentences. Linking words such as “while,” “although” and “however” do not always show the intended relationship, and the sequence of comparisons is inconsistent. For example, the sentence beginning “every day recorded number” moves through several categories without clear boundaries. Use separate sentences for each category or meaningful comparison, and make the year-to-year sequence explicit.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “frequency,” “category,” “percent” and “proportion,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the report difficult to interpret. Phrases such as “had the height figure,” “recorded number” and “at the end of time” are not natural ways to describe chart values. There are also noticeable spelling errors, including “resturants,” “wheras,” “severals” and “perctange.” Prefer precise reporting language such as “accounted for,” “stood at,” “rose to” and “fell to,” and check spelling carefully. This would make the comparisons clearer and more appropriate for an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons linked with “while” and “although,” and the opening sentence communicates the general topic. However, control is inconsistent, and faulty sentence construction often makes the data relationships hard to understand. For example, “every day recorded number is 4 percent, followed by category at never similarly” lacks clear grammatical links, while “Once a week it had in beggining 30 percent of although center of the bar…” contains an incomplete, confusing structure. Tense and article use also vary, as in “it has” alongside past-time references. Build shorter, complete sentences with a clear subject and verb, and use consistent past-tense forms when reporting the years shown.

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