Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-08-08
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 charts illustrate the average ratios of sodium, saturated facts and added sugars in typical meals consumed too much even it was unhealthy in USA.
Overall, sodium and saturated fat are largest sector in dinner while added sugar in snacks. Saturated fat and added sugar eaten in same quantity by breakfast. Sodium maintained equal amount in breakfast and snacks food iteams. Added sugar maintained largest portion in lunch.
Saturated fat and added sugar are eaten same in quantity in breakfast(16%). Sodium contains food was eaten nearly half of portion in dinner(43%). In lunch it contains around one sixth while snacks and breakfast mantained same percentage(14%).
Saturated fact maintained nearly half of amount in combination of snacks and lunch and dinner it accepted by 37%. Added sugar in dinner with 23% and snacks was with largest sector with 42%. A smallest portion in lunch accepted added sugar food by USA people.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover the three nutrients across four meal types. However, the analysis is often inaccurate or confusing. For example, the claim that 'sodium and saturated fat are largest sector in dinner' is partially supported, but the description of the data is frequently muddled, such as stating 'saturated fat and added sugar eaten in same quantity by breakfast' when the data shows different values. The report lacks a clear overview of the main trends, and the information is presented in a fragmented way that makes it difficult to follow the actual data points. The summary of the charts is incomplete and lacks the necessary precision required for an Academic Task 1 response.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the logical progression is weak. Sentences often feel disconnected, and the use of cohesive devices is mechanical or misused. For instance, the transition 'In lunch it contains around one sixth' is abrupt and lacks a clear subject reference. The internal structure of the paragraphs is repetitive, and the lack of clear signposting makes it difficult for the reader to follow the comparison of the three nutrients. While there is an attempt to group information, the lack of clear logical flow between sentences hinders the overall coherence of the report.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, often relying on basic terms like 'largest sector' or 'maintained'. There are frequent errors in word choice and collocation, such as 'saturated facts' (instead of fats), 'food iteams' (items), and 'it accepted by 37%'. These errors are noticeable and occasionally cause difficulty for the reader. The range of vocabulary is insufficient to describe the data with the precision expected at higher bands. The student struggles to use appropriate terminology for describing statistical trends or proportions, which limits the effectiveness of the communication.
Grammatical Range and Accuracy — Band 5.0
The response contains a high frequency of grammatical errors that impede clarity. There are consistent issues with subject-verb agreement, article usage, and sentence structure (e.g., 'Sodium contains food was eaten nearly half of portion'). The attempt at complex structures is limited and often results in ungrammatical phrasing, such as 'A smallest portion in lunch accepted added sugar food by USA people.' Punctuation is also inconsistent. While the meaning can generally be inferred, the high density of errors means the student does not demonstrate control over basic grammatical structures, let alone complex ones.
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