Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

This usa chart says in my opinion 2013 people ate much fast food beacause as the graph says that when the year are going on ,people are eating more fast food consider from 2003 but there is a difference in the graph that people of 2006 are not eating much much food as compared to the 2003 that is a very good thing but 2006 are higher at when they eat once a week they are stronger the main issue is that as the young generation prefer eating more junk food because they love it and enjoy it as compared to old generation because in old generation many children listen to their parents but in the young generation kids are confident and knows what s better for them and thats how thwy donot listen to their parents and resilts are shown on the graphs but the shocking thing is that i do not know that why is 2003 and 2006 graph has a difference in my opinion most junk food is eaten by the 2013 year

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response makes a few relevant references to the chart, including that 2006 had a higher figure for eating fast food once a week and that 2013 was high in some respect. However, it does not accurately summarise the main pattern: weekly eating peaked in 2006, while eating once or twice a month was highest in 2013. The claim that people generally ate more as the years went on is not supported across the categories, and the response gives no reliable figures or clear overview. Much of the discussion about young people, parents and junk food is speculation rather than information shown by the chart. Focus on the six frequency categories, report the main comparisons, and avoid explaining causes the data cannot establish.

Coherence and Cohesion: Band 3.5

There is a basic attempt to connect ideas using phrases such as “as the graph says,” “but,” and “as compared to,” and the response stays loosely connected to fast-food consumption. However, it is presented as one long, largely unpunctuated sequence, so the reader has difficulty following the shift from chart observations to opinions about generations and parents. References such as “that” and “the shocking thing” are unclear, and the ideas do not build towards a concise summary. Organise the response into an introduction, an overview, and a paragraph comparing key figures. Use linking words to show specific contrasts, rather than relying on repeated “but” and comparison phrases.

Lexical Resource: Band 4.5

The response uses some topic-related vocabulary, including “chart,” “graph,” “once a week,” “young generation,” and “junk food,” so the general subject can be recognised. However, vocabulary is repetitive and often imprecise for describing statistical information: “people ate much fast food,” “they are stronger,” and “most junk food is eaten by the 2013 year” do not clearly express the intended comparisons. There are also spelling errors such as “beacause,” “thwy,” and “resilts,” which reduce clarity. Build a small set of accurate chart-description phrases, such as “the proportion,” “accounted for,” “rose,” “fell,” and “was the most common frequency,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

The response attempts to combine ideas with clauses introduced by “because,” “as,” and “that,” showing some effort to use more than simple sentences. However, these long constructions are often difficult to control, and punctuation is largely absent. Examples include “when the year are going on” and “kids are confident and knows,” where tense and subject–verb agreement are inaccurate. The sentence beginning “This usa chart says” also lacks a clear grammatical structure for an academic summary. Use shorter, complete sentences and check that subjects agree with their verbs. Practise accurate past-tense forms for the years shown and use full stops to separate each comparison.

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