Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-11-13

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 5.5)

This pie chart illustrates the three different products, sodium, saturated fat, and sugar that are used in three different meals in a day and in snack. All in all, the sodium have double percentage in dinner in comparing to sugar and have a half third part in snacks in comparing to sugar.

On the one hand the sodium touch the higher percentage of 43 in dinner while the sugar and the fat have percentage of 23 and 37. This shows the sodium have a essential role in dinner in comparing to other chemicals. But they all have approximately same proportion in break fast. The sugar shows his high percentage of 42 in snacks rather than other chemicals. These all have the almost the same proportion in lunch as the sodium have 29 percent the fat have 26 percent and the sugar have 19. SO, the sodium is one of the chemical that are used most in dinner and the sugar that are used in snacks.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the three nutrients and report several key figures accurately, including sodium at 43% for dinner, added sugar at 42% for snacks, and the lunch values of 29%, 26% and 19%. These details support the main contrast between dinner’s sodium peak and snacks’ added-sugar peak. However, the overview is unclear and includes an inaccurate comparison: sodium at dinner is not double the sugar figure, which is 23%, and sodium’s snack share of 14% is not half of added sugar’s 42%. The claim that all three nutrients have approximately the same breakfast proportion is broadly reasonable, but could be supported with the figures. To make the response more complete, state the overall patterns clearly and compare the remaining meal shares, especially saturated fat.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an opening, a discussion of dinner and snacks, and a final summary. Linking phrases such as “On the one hand” and “But” show an attempt to connect ideas. However, the progression is not consistently clear: the opening overview is difficult to interpret, and the final sentence repeats the earlier point rather than adding a distinct summary. “These all have the almost the same proportion in lunch” also introduces a comparison that is not quite supported by the figures. Organise the report into a clear overview followed by meal-based comparisons, and use references such as “the three nutrients” instead of repeatedly saying “the chemicals.”

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “percentage,” “proportion,” “higher,” and “approximately,” so the reader can generally understand the comparisons. However, the range is limited and several word choices or collocations are inaccurate or unnatural, such as “the sodium touch the higher percentage,” “essential role,” and “chemicals” for nutrients. Repetition of “percentage” and “proportion” also makes the description less precise. Use standard terms for reporting data, such as “accounted for,” “share,” and “highest proportion,” and refer consistently to “nutrients” or “types of fat and sugar.” More accurate collocations would make the comparisons clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, including a sentence beginning “while” and a comparison using “as.” However, errors in agreement and sentence construction are frequent enough to make some statements difficult to follow. For example, “the sodium have” should use a singular verb, while “the sugar and the fat have percentage” needs a clearer plural construction. The opening sentence also lacks a clear grammatical structure, and “in comparing to” is not a correct comparison pattern. Articles and punctuation are inconsistent, including the capitalised “SO” mid-paragraph. Practise accurate subject–verb agreement and build comparisons with patterns such as “whereas X accounted for…, Y made up…”.

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