Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-15

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 chart illustrates the number of people interested in eating at fast food restaurants in the USA in the year 2003 , 2006 and 2013.

overall, There are least number of people who used to eat fast food each day and alsowhom never eated from fast food restaurants. The dramatical rise was noticed for both three years for the who eat fast food once a week and the other group who eat once or twice a month.

below five percent of people never visited any fast food rastaurants and also the number of people who eat fast food daily are lower then five percent. on the other hand more then twenty five percent of people eat fast food once a week or once or twice a month. Round about fifteen percent of the people visited several times a week and also fifteen percent of people whom visited these restaurants few times a year.

Most of the people ate fast food once a week wes in 2006 and the least were the people who visits every day. it is the same case for the year 2003.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several relevant features, including the low proportions eating fast food every day or never, and you note that weekly and monthly visits account for much larger shares. However, the overview is not consistently accurate: these categories did not show a “dramatical rise” across the years. Weekly eating peaked in 2006 and then fell, while monthly eating declined before rising to its highest point in 2013. Some comparisons are also imprecise; for example, “round about fifteen percent” for several-times-a-week visits does not describe 2006, when the figure was 20%. The final comparison focuses mainly on 2003 and 2006 and leaves 2013 under-reported. Select the main trends accurately and compare all three years more clearly.

Coherence and Cohesion: Band 5.0

The response has an opening, an overview-like paragraph, and further details, so there is some organisation. However, the progression is difficult to follow because the overview and supporting details are mixed together, and the final paragraph repeats the point that daily eating was least common without developing a clear comparison. Linking phrases such as “on the other hand” and “also” are used, but they do not always show a precise relationship between the figures. References such as “both three years” and “the other group” are unclear, making it harder to identify which categories are being compared. Group the overview separately, then organise the details by the most important trends and use explicit category names when comparing years.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “bar chart,” “restaurants,” “daily,” and “once a week,” which helps communicate the subject. However, the range is limited and several word choices or collocations are inaccurate, such as “number of people interested in eating” when the chart reports percentages and frequency, and “dramatical rise” for trends that do not rise steadily. Spelling errors, including “rastaurants” and “alsowhom,” also reduce clarity. Use precise terms such as “proportion,” “frequency,” “peaked,” and “declined,” and check spelling and natural combinations of words. This would make the description more accurate and less repetitive.

Grammatical Range and Accuracy: Band 5.0

The response attempts longer sentences and uses some subordinate clauses, for example, “Most of the people ate fast food once a week wes in 2006,” but control is inconsistent and the intended meaning is difficult to recover. Errors occur in verb forms and agreement, as in “people who used to eat” and “the least were the people who visits,” as well as in sentence boundaries and capitalisation: “overall” begins a sentence in lowercase, while several sentences run together after full stops. The range of sentence structures is limited, and errors recur often enough to interrupt reading. Practise accurate simple comparisons first, then add clauses while checking tense, subject–verb agreement, and punctuation.

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