Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-10-03

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 three pie chart illustrates the average percentage in meals of three different types of nutrients, namely sodium, saturated fat, and added sugar which may be unhealthy if consumed in an excess amount.

Overall, dinner contributed the largest proportion in all nutrients except added sugar. While, snacks and breakfast are the same proportion in sodium as compared to saturated fat where snacks and breakfast are slightly less. Moreover, snacks contributed as the largest proportion which is almost double the amount of breakfast.

In sodium, dinner is the largest proportion about 43%, which is almost double the amount of snacks in saturated fat about 21%. Moreover, breakfast and snacks contributed the same proportion about 14%, as compared to saturated fat where snacks and breakfast are slightly higher. In contrast, lunch accounting for 29%, as compared to saturated fat which is accounting for 26%.

While snack is the largest proportion about 42%, which is almost double the amount of dinner about 23%. Moreover, breakfast accounted for 16%,and lunch contributed about 19%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response covers all three nutrients presented in the visual data, fulfilling the basic requirement of the task. However, the information is only partially addressed and lacks clarity in places. The overview section attempts to highlight main features, stating that 'dinner contributed the largest proportion in all nutrients except added sugar,' which is accurate and acts as a helpful summary. On the other hand, some of the details provided in the body paragraphs are confusing or poorly selected, such as the comparison between snacks and breakfast for sodium and saturated fat. Furthermore, the final paragraph lacks a clear transition to identify which nutrient is being discussed initially, forcing the reader to infer that it refers to added sugar based on the figures. To move to a higher band, the student should ensure that all key features are reported with greater clarity and that comparisons between categories are explicitly and accurately stated without causing confusion.

Coherence and Cohesion: Band 4.5

The response demonstrates some organisation with an introductory paragraph, an overview, and separate body paragraphs, but there is no clear overall progression of information. Paragraphing is attempted, but the grouping of ideas is somewhat disjointed, particularly in the third and final paragraphs where comparisons jump between nutrients awkwardly. Cohesive devices are used mechanically and sometimes inaccurately, such as the repetitive use of 'Moreover' and 'As compared to,' which creates a stilted reading experience. Additionally, referencing is occasionally unclear, as seen in the final paragraph starting with 'While snack is the largest proportion...' without adequately linking it back to the specific nutrient name at the very beginning of the sentence. To achieve a higher score, the student needs to improve the logical flow between sentences and paragraphs, employ a wider and more natural variety of cohesive links, and ensure that every new category or data point is clearly introduced.

Lexical Resource: Band 6.0

The student displays an adequate range of vocabulary for the task, successfully using terms related to data reporting such as 'proportion,' 'contributed,' 'accounting for,' and 'largest proportion.' There are also attempts to use less common vocabulary and comparative structures, like 'almost double the amount.' However, there are noticeable lexical inaccuracies and awkward word choices, such as 'The three pie chart illustrates' (missing plural) and using 'amount' instead of 'percentage' or 'proportion' when referring to the chart data. Spelling is generally accurate, and vocabulary errors do not completely impede communication. To reach a higher band, the student should incorporate a broader range of precise academic vocabulary, improve collocation regarding statistical terms, and ensure absolute accuracy in word forms and plurals throughout the response.

Grammatical Range and Accuracy: Band 5.5

The response makes use of a limited range of sentence structures, relying heavily on simple sentences and basic complex clauses introduced by conjunctions like 'while.' When the student attempts more complex comparative structures, errors frequently occur, such as dangling modifiers and incomplete clauses like 'While, snacks and breakfast are the same proportion in sodium as compared to saturated fat where snacks and breakfast are slightly less.' There are also frequent errors in basic grammatical areas, including subject-verb agreement (e.g., 'The three pie chart illustrates') and punctuation. These errors require some effort from the reader to untangle the intended meaning. To improve, the student should practice forming error-free complex sentences, ensure correct subject-verb agreement, and refine the control over comparative grammatical structures.

See this exact question answered at other band scores. The same prompt compared across bands.

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