Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The bar chart illustartes number of people who ate junk food at restaurants in different frequency in USA from 2003 to 2013.

Overall, large number of people consumed hotal's food once a week, while very few people was there, who took food from restaurants every day.

Daily resturant food consumers was vert low ( under 5%) in between 2003 to 2013. The people who consumed fast food in alternative day was comperetivelly low in 2003 which increased in 2006 but again droped in 2013. This fluction stant between 15% to 20%. In 2006 the highest (33%) number of people ate hotel's food once a week which little decreased in 2013.

Food was consumed by large number of people in restorant once or twice a month in 2013 which was low in 2006. the category of individuals who took food few time in year was at 15%. the people who never tryed food out side the home was very few around 5% in all three years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main pattern that weekly dining was common and daily dining rare, and you report several relevant comparisons, including the weekly peak of 33% in 2006 and the monthly peak in 2013. Most figures are broadly consistent with the chart. However, some descriptions are imprecise: “alternative day” is not a chart category, and the 15–20% range refers to eating several times a week, not every other day. The overview also misses the key shift from once a week being most common in 2003 and 2006 to once or twice a month in 2013. This covers the task with relevant data, but some features are less fully and clearly reported than others.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, an overview, and further details about the categories. The ideas are generally relevant and can be followed, with time references such as “in 2006” and “in 2013” helping the reader track comparisons. However, the progression is not consistently clear. The paragraph beginning “Daily restaurant food consumers” moves between frequency groups without a clear organising principle, and several sentences read like separate observations rather than a connected comparison. Linking words such as “while” and “but” are used, but relationships between figures are sometimes unclear. Group the categories into a logical sequence and compare the three years consistently to strengthen the flow.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “consumed,” “category,” “increased,” and “decreased,” and the reader can usually identify the intended frequency groups. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the data harder to understand. “Hotel’s food” is not an appropriate substitute for fast food, and “alternative day” does not accurately name a category. There are also noticeable spelling errors, including “illustartes,” “comperetivelly,” and “fluction.” Use the chart’s exact frequency labels where possible, and check spelling and collocations carefully. More precise vocabulary would make the comparisons clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences with contrast, as in “which increased in 2006 but again dropped in 2013.” However, the range of sentence structures is limited, and errors in agreement, articles, and sentence construction occur throughout. For example, “large number of people consumed” needs an article, while “very few people was there” has incorrect subject–verb agreement and an awkward structure. The sentence beginning “The people who consumed…” also has an unclear relative clause. These errors do not prevent the reader from understanding the general message, but they reduce accuracy and sometimes obscure comparisons. Practise forming clear comparative sentences and checking agreement and articles.

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