Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 12 · 2026-10-29

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 charts compares people ate fast food in USA from 2003 to 2013 . This table shows the people frequently ate food usa between 2003 and 2013 .

Overall, frequency of eating at fast food restaurants among in the USA (2003_2013).This table also shows the percentage of eating fast food.

The every day eating fast food wsa extremely lower minimum 0 to 4% .The several time a week 2003 16% and 200 17% and 2013 20% eating fast food restaurants in USA. Once a week the total eating fast food 2003 31% and 2006 28% and 2023 the fast food restaurants eating people 38%. once or twice a months in 2003 30% people eating fast food in restaurants and 2006 25% and 2013 38% percentage. In additional, A few times a year total people eating fast food restaurants between 2003 ,2006 and 2013 there are three types of years 12% and another both are similar. Ithers years never ate fast food no years like 2003 or 2006 and 2013.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the topic and mention several of the chart’s categories, so the response is relevant to the task. However, the overview mainly repeats that the chart shows percentages and does not summarise the main pattern. Several figures are also inaccurate or assigned to the wrong year: for example, the chart shows 20% eating several times a week in 2006 and 16% in 2013, not 16% in 2003 and 20% in 2013. The once-a-week figures are 31%, 33% and 28% for 2003, 2006 and 2013, rather than the values reported. Focus on the clearest comparisons and give an accurate overview of the shifts over time.

Coherence and Cohesion: Band 4.5

There is an attempt to separate an introduction, an overview and a detail paragraph, and the response follows the chart’s categories to some extent. However, the progression is difficult to follow because the overview does not state a clear main trend, while the final paragraph moves rapidly between categories and years. Phrases such as “In additional” and “Ithers years” do not clearly connect the ideas, and the repeated wording about people eating fast food makes the account feel list-like. Organise the details into meaningful comparisons—for example, describe weekly frequencies together, then monthly and less frequent eating—and use clear links between those comparisons.

Lexical Resource: Band 4.5

The response uses basic topic vocabulary such as “percentage,” “restaurants,” and “a few times a year,” which helps identify the chart’s subject. However, the range is limited and several expressions are repetitive or imprecise, sometimes making the intended comparison hard to understand. Examples include “people frequently ate food,” “extremely lower minimum,” and “there are three types of years.” There are also spelling and word-form problems, including “wsa” and “Ithers.” Use accurate chart language and vary the reporting verbs and comparison phrases; for instance, describe a figure as rising, falling, remaining stable, or being the highest, rather than repeatedly saying people “eating fast food.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences containing several figures, but grammatical control is weak and errors frequently obscure relationships between the data. The opening, “The charts compares people ate fast food,” has subject–verb agreement and verb-form problems, while “Overall, frequency of eating … among in the USA” has faulty sentence construction and preposition use. Tense and sentence boundaries are also inconsistent, as in “The several time a week 2003 16% and 200 17% and 2013 20%.” Build complete sentences with a clear subject and verb, use past-tense reporting consistently, and check articles, plurals, agreement and punctuation.

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