Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-10-22

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 diagram represent how often people in USA ate the fast foof between 2003 to 2013. overview of the chart is we make comparisons where relevant.

Now we are going to discuss people who never ate and everyday ate a fast food there were extermly less proportion.On other hand there were people ate few times a year In 2013 and 2006 15 percent of people and in 2003 is little less then meanwhile several times a week there were 20 percent of people in 2006 and 2003 and 2013 is in between 15 to 20 percent.second last we have people who ate once a week there were high ratio of 2006 and 2003 more then 30%, lastly we have people once or twice a month 2006 people ate 25%, 2003 people ate 30% and in 2013 people went alot to fast food they ate more then 30%

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant categories and make some broadly accurate comparisons, such as the monthly figure rising to just over 30% in 2013 and weekly eating being above 30% in 2003 and 2006. However, the response only minimally fulfils the task: it has no clear, accurate overview of the main pattern, and the opening sentence about making comparisons is not an overview. Some figures are vague or incomplete, including the 2003 “few times a year” value, while the daily and never categories are described only as “extremely less.” The response is also 147 words, below the required 150. Add a concise overview, report the key changes across all three years, and include precise comparisons.

Coherence and Cohesion: Band 4.5

There is a basic attempt to guide the reader through the chart, using phrases such as “On other hand,” “second last,” and “lastly.” The categories are generally discussed in a recognisable sequence, so some organisation is present. However, the response is presented as one long paragraph, and the progression is difficult to follow because several ideas run together without clear sentence boundaries. Connectors are sometimes mechanical or do not clarify the relationship between points; for example, “meanwhile” introduces the weekly-frequency figure without a clear contrast. Use separate paragraphs for an overview and details, and group related categories or years. Clearer sentence boundaries and more precise linking would make the comparisons easier to track.

Lexical Resource: Band 5.0

The response uses a small set of relevant terms, including “proportion,” “people,” “ate,” and “percent,” which allows the reader to recognise the topic and some comparisons. However, vocabulary is repetitive and often imprecise: “people went alot to fast food” does not clearly describe frequency, and “high ratio” is not a natural way to report a percentage. There are also spelling errors such as “foof” and “extermly,” and phrases such as “little less then” reduce clarity. Build a more accurate range for describing chart data, using terms such as “share,” “accounted for,” “approximately,” and “increased/decreased.” Check spelling and choose collocations that fit statistical reporting.

Grammatical Range and Accuracy: Band 4.5

You attempt to combine information in longer sentences, but control is limited and errors frequently make the comparisons harder to understand. For example, “The diagram represent” has subject–verb disagreement, while “people in USA ate the fast food between 2003 to 2013” has problems with articles and the time expression. Several clauses are joined without full stops, as in the sentence beginning “On other hand,” and the sentence about weekly eating. This also makes it unclear which year each figure refers to. Practise accurate simple sentences first, then combine them with controlled clauses. Check verb agreement, articles, prepositions, and punctuation, and use consistent past-tense forms when describing the chart.

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