Band 4.5 IELTS Writing Task 1 Model Answer

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

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 bar chart illusrates the usa people in the USA ate in the fast food restaurants between 2003 and 2013.

The fast food eating divied in the basic 6 part frist one is the every day eating and the last one is the never eating fast food .

Every day people in 2003 ate fast food 4% several time a week was 17% once a week was 32% once or twice a month 30% a few time a year was 13% and last one never was 5% in 2003.

In 2006 every day was 3% several times a week is 20% once a week was 33% once or twice a month was 25% a few times a year was 15% and never was 4% in 2006 .

In the last 2013 is every day is 3% serveral times a week is 16% once a week is 27% once or twice a monthis 33% a few times a year is 15% and the never is 4% is the eating fast food percent.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report figures for all six eating frequencies across the three years, and several are close to the chart, such as 2006 at 20% for several times a week and 2013 at 33% for once or twice a month. However, the response mainly lists data rather than selecting and summarising the main features. It gives no clear overview of the key pattern—for example, weekly or monthly eating was most common, while daily eating and never eating were consistently least common. Some figures are also inaccurate: 2003 once a week is about 31%, not 32%; 2013 once a week is about 28%, not 27%; and the never figures are about 4.5%, 3.5% and 3.5%, rather than 5%, 4% and 4%. Add a concise overview and prioritise the main comparisons.

Coherence and Cohesion: Band 4.5

The response follows a basic chronological order, moving from 2003 to 2006 and then 2013, so readers can identify which year each set of figures describes. However, the information is presented as one continuous block, without paragraphing or a clear introduction, overview and detail structure. Repeated patterns such as “In 2006” and “In the last 2013” provide only mechanical links, and the long strings of figures make comparisons difficult to follow. The opening sentences also do not lead into a clear summary of the chart’s main trends. Organise the response into short paragraphs, use an overview to connect the most important patterns, and group comparable categories across years rather than listing every value in sequence.

Lexical Resource: Band 5.0

You use relevant basic terms, including “every day,” “several times a week” and “once or twice a month,” which help identify the chart categories. However, the vocabulary is repetitive and some word choices or spellings make the description less clear, as in “fast food eating divied in the basic 6 part” and “a few time a year.” The response also relies heavily on “was” and “ate,” rather than using a wider range of language for describing proportions and changes. Use accurate chart vocabulary such as “accounted for,” “the proportion,” “rose” and “fell,” and check spelling and category labels carefully. This would make the report more precise while keeping the language appropriate to the task.

Grammatical Range and Accuracy: Band 4.5

The response attempts to report information in complete sentences and uses year phrases to distinguish the data, but its sentence structures are very limited. Most of the figures are joined into long sequences without clear punctuation, for example, “In 2006 every day was 3% several times a week is 20% once a week was 33%.” This makes the relationships between the figures difficult to process. There are also inconsistent verb forms, including shifts between “was” and “is,” and the opening sentence has an unclear grammatical structure. Use a small number of controlled sentences for each year or category, with commas and conjunctions placed accurately. Vary sentence patterns modestly, while keeping the past-tense reporting consistent.

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