Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 12 · 2026-10-27

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 present how frequently people in the USA ate fast food in restaurants from 2003 to 2013.

overall, the information of eating fast food among restaurants has been ballenced in some year.

Everyday of eating fast food is not that much its only approxmatelly 4% but the higest eating fast food of the year is in 2006 and 2013 which is ballanced very well on 38% but in that year it has same frequency. several times a week is quit increasing in 2006 in that year the lowest year of eating fastfood in a few times a year. 2003 the higest is in once a week and twice a month has level up in 30% lastly in 2013 the demanding year is in a twice a month and the lowest is in a few times a year with 15% several times a week has little bit grater than that which is 16%.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the chart’s subject and mention several relevant categories, including daily eating, weekly visits and monthly visits. However, the overview is unclear: “has been ballenced in some year” does not state the main pattern. Some comparisons are inaccurate or confusing. For example, 38% is not the combined figure for 2006 and 2013; the highest individual category is once a week in 2006 at about 33%, while once or twice a month leads in 2013 at about 33%. You also describe a few times a year as the lowest category, although daily eating and never are lower. Select the main highs, lows and changes, and report each figure against the correct category and year.

Coherence and Cohesion: Band 4.5

The response includes several chart categories and years, but the information is not arranged in a clear progression. The opening is followed by an overview that does not communicate a definite trend, then a long paragraph that moves between daily, weekly, monthly and yearly frequencies without a consistent order. Connectors such as “but,” “lastly” and “in that year” do not always make the relationships clear, and references such as “that year” are difficult to follow. Use a separate overview and organise the details by frequency or by year. Shorter sentences and clearer linking phrases would help readers compare the figures.

Lexical Resource: Band 5.0

You use some task-relevant terms, including “frequency,” “increasing” and “lowest,” and attempt to describe comparisons. However, the vocabulary is limited and several word choices or collocations make the meaning difficult to understand, such as “the demanding year,” “has been ballenced” and “the higest eating fast food.” Spelling errors, including “approxmatelly,” “quit” and “grater,” also reduce clarity. Aim for precise chart language, for example “accounted for,” “rose to,” “fell to” and “was the most common frequency.” Check spelling and choose words that describe the data rather than general ideas.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, but control is uneven, and errors often make comparisons hard to interpret. For example, “The bar chart present” has a subject–verb agreement error, while “Everyday of eating fast food is not that much its only approxmatelly 4%” lacks clear sentence structure and punctuation. The long final sentence joins several separate comparisons without reliable clause boundaries. Use complete sentences with a clear subject and verb, and check agreement, articles and punctuation. A useful pattern is: “In 2003, once-a-week visits were the most common, at about 31%.” This would make your comparisons easier to follow.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.