Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-16

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 chat provides tha information about the frequency of eating at fast food restaurants among people in the USA between 2003 and 2013.

Overall, the largest porprtion of eating at restaurants are once a week in 2006, whereas the least percentage of eating at restaurants is everyday in 2006. In contrast, eating at fast food resturants in 2013 also has the biggest percentage which is once or twice a month.

Looking at the frequency of eating at fast food in 2003 era, once a weak is the largest percentage that are 31% and once or twice a month are alos similar points 30%, while the lowest point is of eating at fast food is everyday which is below 5% and a never has equal to 5%points.

Turning to the 2006, it is similar to the 2003 era but some percentage are different like every day and bever eating at fast food both are below than 5% points, a few times a yearexactly at 15%, whereas once a week has has the largest portion that are

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the chart’s subject and report some relevant figures, including the weekly-eating peak in 2006 (33%) and the monthly figure in 2013 (33%). However, the response addresses the task only partially: the overview is unclear and does not summarise the main change across the period. It also stops during the 2006 description, leaving the 2013 data and comparisons incomplete. Some details are inaccurate or imprecise: in 2003, “never” is about 4.5%, not 5% exactly, and the lowest category in 2006 is “every day” at about 3%, rather than a tie with never at 3.5%. Give a complete overview, then select and compare the key figures for all three years.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure: an introduction, an overview, and separate descriptions beginning with “Looking at” and “Turning to.” These markers help the reader recognise shifts in focus. However, progression is limited because the account ends partway through the 2006 comparison, and the 2013 information is not developed beyond one sentence in the overview. Some linking is repetitive or awkward, such as “whereas” and “In contrast” in the overview without a clear contrast. The long final sentence also combines several figures without a clear sequence. Organise the body by comparing the same categories across years, and use concise links to show whether figures rise, fall, or remain similar.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “frequency,” “percentage,” “largest,” and “lowest,” so the topic is generally understandable. However, the range is limited and several spelling and word-choice errors distract the reader: “bar chat,” “porprtion,” “resturants,” “weak,” and “bever.” Some phrases are also unnatural, such as “largest percentage that are” and “below than 5% points.” Use standard chart language consistently—for example, “proportion,” “accounted for,” and “stood at”—and check spelling carefully. Avoid repeating “eating at fast food” when a shorter phrase such as “this category” or “restaurant visits” would be clearer.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences with clauses, but control is uneven. Errors in agreement and sentence construction appear in phrases such as “the largest portion … are once a week” and “once a week is the largest percentage that are 31%.” The final sentence is incomplete, ending with “that are,” and “has has” shows an uncorrected repetition. Articles and sentence patterns are also awkward in “a never has equal to 5% points.” These problems sometimes make the intended comparison difficult to follow. Build shorter, complete sentences first, checking that each has a clear subject and verb; then add subordinate clauses only when their structure is secure.

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