Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-08-29
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)
The given pie-charts illustrate the average portion of sodium, saturated fat and added sugar consumed in different meals a day in the USA. These nutrients can be very unhealthy if consumed in excessive amounts.
Overall, the dinner accounts for largely portion of not only sodium but also saturated fat, whereas snacks include the highest percentage of added sugar comparatively.
To begin with, the largest ratio of ingesting sodium is at dinner for about 43 percentage followed by lunch at 29%. Breakfast and snack are accounted to have fourteen percent each. Similarly, the highest portion of saturated fat accounting for 37 percent in the last meal of the day whereas 26%, 21% and 16% in lunch, snack and breakfast.
Furthermore, breakfast included the significant ratio of forty-two percentage added sugar comparing to other two nutrients. Meanwhile, breakfast accounted exact similar to saturated fat and lunch was the second lowest added sugar meal.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, identifying the highest and lowest values for each nutrient. However, the analysis of the data is occasionally inaccurate. For instance, the student states that snacks have the highest percentage of added sugar, but the chart indicates that snacks are at 42%, while breakfast is also at 42%, and the text confuses these categories in the final paragraph. Additionally, the description of the data for added sugar is confusing and contradictory. While the main features are selected, the lack of precision in reporting the data points and the misinterpretation of the sugar category prevent a higher score.
Coherence and Cohesion — Band 5.5
The essay is organised into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices such as 'To begin with', 'Similarly', and 'Furthermore' are used to link ideas. However, the progression of ideas is sometimes hindered by unclear referencing and awkward phrasing, particularly in the final paragraph where the comparison of added sugar is difficult to follow. The use of cohesive devices is somewhat mechanical, and the logical flow between sentences is occasionally interrupted by grammatical errors that make the relationships between the data points less clear.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task, but there is a lack of precision and some unnatural collocations. Phrases like 'largest ratio of ingesting sodium' and 'accounted exact similar' are awkward and demonstrate a limited control of academic register. The student relies on basic descriptors and struggles to use more sophisticated vocabulary to describe trends or comparisons effectively. While the meaning is generally conveyed, the lexical range is restricted, and there are errors in word choice that occasionally impede the clarity of the comparisons being made.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Examples include 'dinner accounts for largely portion' (should be 'a large portion'), 'breakfast and snack are accounted to have' (should be 'account for'), and 'forty-two percentage' (should be 'forty-two percent'). These errors, while not completely obscuring the meaning, occur frequently and demonstrate a lack of control over basic grammatical structures and punctuation. The student attempts complex sentences, but these are often faulty, which limits the overall grammatical score.
See this exact question answered at other band scores — the same prompt compared across bands.
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