Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-11-11

IELTS Writing Task 1 question

The charts below show the average percentages in typical meals of three types of nutrients, all of which may be unhealthy if eaten too much.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Average percentages of sodium, saturated fats and added sugars in typical meals consumed in the USA

Student answer (Band 5.0)

The pie chart illustrates information regarding the average percentages in typical meals of three types of nutrients are sodium ,saturated fats and added sugar all of which may be unhealthy if eaten too much in USA. The data has been given in percentage.

We can observe that the average percentage of sodium in typical meals dinner consume 43% is higher than saturated fat and Added sugar .In sodium the percentage lunch and breakfast are almost same 14 % and percentage of lunch 29 %.

The second pie chart depicts the average percentage of saturated fats in typical meal consume in dinner 37% ,breakfast are minor than other 16 % afterthis snacks and lunch consume almost same 25%.

The last pie chart shows the average percentage od added sugar in typical meals condumed in USA dinner consume 23% additionaly breakfast and lunch consume same 19 % and at last snacks consume 42% higher than other meals.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the three nutrients and report several relevant figures, including dinner as the largest source of sodium (43%) and saturated fat (37%), and snacks as the largest source of added sugar (42%). However, the response is under the required 150 words: 134 words were counted, with 21 words copied from the prompt excluded. There are also important inaccuracies: sodium at breakfast and snacks is 14% each, not lunch and breakfast; saturated-fat snacks are 21%, not about 25%; and added sugar at breakfast is 16%, not 19% (19% is lunch). The overview is limited, and comparisons across all three charts are not clearly summarised. Add a concise overview and check each figure against the chart.

Coherence and Cohesion: Band 5.5

The response has a basic, understandable structure: an introduction followed by separate paragraphs for sodium, saturated fat and added sugar. This makes it possible to follow the chart-by-chart discussion. However, progression is limited because each paragraph mainly lists figures rather than grouping the most important comparisons, and there is no clear overview to guide the reader. Linking is also repetitive, with phrases such as “The second pie chart” and “The last pie chart,” while some connections between figures are unclear. Organise the body around the main patterns—for example, dinner’s prominence for sodium and saturated fat versus snacks’ prominence for sugar—and use concise comparisons to create a clearer progression.

Lexical Resource: Band 5.0

You use relevant chart vocabulary such as “average percentage,” “typical meals,” and “higher,” so the topic is generally clear. However, the range is limited and several word choices or collocations are inaccurate or awkward, including “dinner consume,” “breakfast are minor,” and “snacks consume.” These expressions make the report less natural and sometimes obscure whether you mean a meal’s share of a nutrient. There are also spelling and word-form errors, such as “od,” “condumed,” and “additionaly.” Use precise reporting language, such as “accounted for,” “represented,” and “the lowest proportion,” and proofread spelling. Avoid repeating “consume” when describing chart percentages.

Grammatical Range and Accuracy: Band 5.0

The response uses mostly simple sentence patterns, with occasional attempts to combine ideas, but control is inconsistent. For example, “the average percentage of sodium in typical meals dinner consume 43%” lacks a clear grammatical relationship between the meal and the figure, while “breakfast are minor than other” has problems with agreement and sentence construction. Missing or misplaced punctuation also makes some sentences difficult to read, particularly where several figures are joined by commas. The opening sentence attempts a more complex structure, but its clauses are not connected accurately. Practise complete reporting sentences, such as “Dinner accounts for 43% of sodium intake,” and check subject–verb agreement, articles and punctuation.

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