Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-08-25
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 charts dipits the general ratio in common meals in various types of nutrients, along with that it might be dentrimetal for health if consume in large amount.
Overall, it is clearly observed that sodium and saturated fat are overeatting at night while added sugar are heavily taken during snacks time.
First of all nutrients named sodium are majorly consumed by dinner time which is 43 per cents meanwhile in snaks and breakfast people consume it in equally ratio about 14%.
Too add to this, saturated fat humans taken 37% in dinner which is same as huge ratio as sodium along with that in snacks and lunch too approximatle 25%.
despit to sodium and saturated fat four meals ratio , added sugar take diffrently. it more taken in snacks and less in breakfast. while in lunch and dinner it almost consume similarly.
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 fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student identifies the main features of the charts, the analysis is superficial and lacks the necessary depth to fully satisfy the task. The summary of the data is somewhat fragmented, and the comparison between the three nutrients is not fully developed. The inclusion of personal commentary regarding health risks is unnecessary for an Academic Task 1 report, which should remain objective. To improve, ensure all data points are accurately described and the response meets the length requirement to allow for a more comprehensive overview of the information provided.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, but the logical flow is hindered by awkward phrasing and limited use of cohesive devices. Transitions between sentences are often mechanical or missing, such as 'Too add to this' and 'despit to sodium'. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the different meals and nutrients. While there is an attempt to group information, the lack of sophisticated linking words and the repetitive structure of the sentences prevent the response from achieving a higher level of cohesion. Improving the variety of transition signals would greatly enhance the clarity of the report.
Lexical Resource — Band 5.0
The vocabulary is limited and contains several errors in word choice and spelling, such as 'dipits' (depicts), 'dentrimetal' (detrimental), 'overeatting' (over-consumed), and 'snaks' (snacks). The range of vocabulary is basic and repetitive, relying heavily on simple verbs and nouns. There is little evidence of the ability to use less common lexical items or precise terminology related to data description. To improve, the student should focus on learning topic-specific vocabulary for describing charts and trends, and pay closer attention to spelling and the correct usage of word forms in context.
Grammatical Range and Accuracy — Band 5.0
The response displays a limited range of grammatical structures, consisting mostly of simple sentences with frequent errors. There are significant issues with subject-verb agreement ('added sugar are'), word order, and preposition usage ('in equally ratio'). Punctuation is also inconsistent, with missing capital letters at the start of sentences and incorrect usage of commas. The errors are frequent and occasionally impede the reader's understanding of the data. To reach a higher band, the student needs to work on sentence construction, ensuring a mix of simple and complex structures while maintaining accuracy in basic grammar and punctuation.
See this exact question answered at other band scores — the same prompt compared across bands.
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