Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-13

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 chart illustrate that how fluently people in usa ate in fast food resturents in between 2003 and 2013.

Overall, the chart tells us about different types of foodies like: enjoy meal onece a week ,several time a week, twice a month, some eat every day, and some ate never.

Firstly, in 2003 there are 30% individuals wh enjoy meal twice a month 31% who ingulf once a week 13% are eating few times in a year.There are 4% humans who eat fatty food daily and 5% are those who never taste fast food. Secondly, in 2006 33% humans are weekly fast food adicts 25% are monthly fast food eaters 20% go to eat numirious times in 7 days 15% individuals eat fast food few times yearly who % is same in 2013 4% people in both years 2006 and 2013 never eat fatty food and 3% in both years eat daily. Lastly, in 2013 16% people eat unhealthy food many times in a week 27% consume 1 time in week and at the end 36% includes those humans who eat twice in a week.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the chart’s topic and report several relevant figures, including the weekly peak in 2006 and the rise in monthly eating by 2013. However, the overview is vague: it lists eating categories rather than summarising the main pattern. Some figures are also inaccurate or categories are confused. For example, in 2013 you report 27% eating once a week and 36% eating “twice in a week”; the chart shows about 28% once a week and 33% once or twice a month. You also give 4% as the 2006 and 2013 never-eaters, compared with approximately 3.5%. Select the main comparisons accurately and distinguish weekly from monthly frequency to make the report more complete and reliable.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an opening, an overview paragraph and a chronological account of 2003, 2006 and 2013. Sequencing words such as “Firstly,” “Secondly” and “Lastly” help signal the order. However, progression is weakened because the overview does not state a clear overall trend, and the long data-heavy sentences run several comparisons together without clear punctuation. For instance, the 2006 sentence moves from weekly figures to monthly figures and then to daily and never eating, making relationships difficult to follow. Grouping similar categories across all three years, and using shorter sentences with clear links, would create a more coherent comparison.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “individuals,” “daily,” “weekly” and “yearly,” and you attempt to vary expressions for people who eat fast food. However, the range is basic and several choices are informal, inaccurate or unsuitable for an academic chart report. Phrases such as “fast food addicts,” “fatty food,” “foodies” and “humans” introduce judgement or sound unnatural, while “fluently” does not describe frequency. Spelling errors such as “resturents,” “ingulf” and “numirious” also make the report less clear. Use neutral, precise terms such as “respondents,” “consumed fast food” and “once or twice a month,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt to report information in connected sentences and use time references such as “in 2003” and “in 2013.” However, grammatical errors are frequent and sometimes make the relationships between figures unclear. The opening, “The chart illustrate that how fluently people… ate,” has problems with subject–verb agreement and clause structure. There are also missing or incorrect articles and verb forms, as in “there are 30% individuals” and “who eat daily,” where past-tense reporting would be more appropriate. Several sentences lack punctuation between clauses, particularly the long account of 2006. Practise accurate simple reporting structures first, then combine comparisons with controlled clauses and consistent past-tense verbs.

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