Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-08-11
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 given three pie charts illustrates the avarage proportion of sodium, saturated fat and added sugar found in three meals consumed in United State.Evidentally, dinners account the highter poportion of sodium and saturated fat, whereas snacks contribute the larger amount of added sugar.
In the breackfast, USA residents prefers almost balance nutritions. In adition they include saturated fat and added sugar in equal portion at 16% ,while sodium is quite lower than others at 14%.subsequantly, sodium also used at least during evening.In contrast, it used as predominantly during dinner which is approximately 43%.In dinner meals the saturated fat and added sugar is consumed around 37% and 23% correspondingly.
During the luch time, significantly ,29 persentage of sodium consumed by residents.However the lowest portion of added suger get admisterd in meal.
Overall, the luch contain lower amount of nutritions .On the other hand most nutions rich meal consumed during dinner time.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the charts, identifying the highest and lowest proportions for each nutrient. However, the analysis is hampered by significant inaccuracies in reporting the data. For instance, the claim that dinner accounts for 43% of sodium is not supported by the provided charts, and the description of breakfast nutrients is confusingly stated. While the overview attempts to highlight key trends, the lack of precision in data reporting prevents a higher score. The response addresses the task requirements, but the information provided is not consistently accurate, which is a critical aspect of Task Achievement in data interpretation tasks.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which helps the reader follow the structure. However, the logical flow is frequently interrupted by awkward phrasing and mechanical errors. Cohesive devices are used, such as 'In contrast' and 'On the other hand', but they are sometimes applied incorrectly or in a way that does not clearly link the ideas. The progression of information is somewhat disjointed, particularly in the second paragraph where the transition between breakfast and dinner is abrupt. Paragraphing is present, but the internal structure of the paragraphs lacks the necessary cohesion to achieve a higher band.
Lexical Resource — Band 5.0
The vocabulary is limited and contains frequent errors in word choice and spelling, such as 'avarage', 'breackfast', 'nutritions', 'luch', and 'admisterd'. These errors occasionally make the text difficult to follow. There is little evidence of a wide range of vocabulary; the student relies on basic terms and struggles with collocations (e.g., 'admisterd in meal'). To improve, the student needs to focus on accurate spelling and using more precise terminology related to data description, such as 'proportion', 'constitute', or 'account for'.
Grammatical Range and Accuracy — Band 5.0
The response shows a limited range of grammatical structures, with frequent errors in basic grammar, including subject-verb agreement ('dinners account the highter poportion'), article usage, and sentence construction. Many sentences are fragmented or contain awkward phrasing that impedes clarity. While there is an attempt to use complex sentences, these are often faulty. Punctuation is also inconsistent, with missing spaces after commas and periods. The frequency of these errors means that the reader must often re-read sections to understand the intended meaning.
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