Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-06

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 picture illustrate that the average amount in typical meals of few types of nutrients, all of which may be not healthy if eaten lager amount consumed in USA. Find the average percentage of sodium, saturated fats, and added sugar.

Overall, the picture gives the information of average percentage of nutrients. There are three types of nutrients sodium, saturated fats, and added sugar. In sodium, average percentage of meal for snack is 14 percent and in breakfast average percentage is 14 percent. In lunch, average percent is 29 percent which is higher then the other. In dinner, average percentage is 43 percent which is too much higher then the other.

Second type of nutrient is saturated fat. Average percentage of meal snack is 21 percent and in breakfast average percent is 16 percent. In dinner, average percentage is 26 percent. In dinner, average percentage is 37 percent which is higher then the other.

Third type of nutrient is added sugar. Average percentage of meal in break fast is 16 percent and in lunch average percentage is 19 percent. In dinner, average percentage of meal is 23 percent. In snack, average percentage of meal is 42 percent which is higher then the other.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting the main data from the charts but lacking a clear overview and sufficient comparisons between the categories. While the candidate attempts to summarize the average percentages of sodium, saturated fats, and added sugars across different meal times, the structure resembles a mechanical list of data points rather than a synthesized report. For instance, writing sentences like 'In dinner, average percentage is 43 percent which is too much higher then the other' shows a limited ability to select and highlight key trends effectively. Furthermore, the introduction is heavily flawed, beginning with 'The picture illustrate' and including an awkward instructional command ('Find the average percentage...') rather than a proper paraphrased introduction. To reach a higher band, the response needs a distinct overview paragraph that captures the most striking overall trends, alongside more integrated comparisons across the three nutrients rather than treating each one in complete isolation.

Coherence and Cohesion: Band 5.0

There is some basic organization in the response, with separate paragraphs dedicated to different nutrients, but there is no clear overall progression or sophisticated structuring. The logical flow is hindered by repetitive sentence openings and mechanical cohesive devices. For example, the phrase 'In dinner, average percentage is...' is repeated verbatim multiple times, and transitions between ideas feel robotic. Paragraphing is attempted by separating the nutrients, but the internal cohesion of these paragraphs is weak because sentences simply list individual data points without connecting them logically. Pronoun referencing and substitution are underutilized, leading to a choppy and monotonous reading experience. To improve, the writer should use a wider variety of cohesive devices, avoid repetitive sentence structures, and ensure that ideas flow smoothly from one sentence to the next with clear markers of relationship and contrast.

Lexical Resource: Band 4.5

The vocabulary used is limited and minimally adequate for the task, containing noticeable errors that occasionally cause difficulty for the reader. The student relies on basic, repetitive terminology such as 'average percentage', 'nutrients', and phrases like 'higher then the other'. There are several word choice and spelling errors, such as writing 'lager amount' instead of 'larger amount', 'break fast' instead of 'breakfast', and persistently misspelling 'than' as 'then'. Attempts to use less common vocabulary are absent, and the lexical range restricts the precision needed for a formal Academic task. To move up to a higher band, the writer must expand their vocabulary to include precise synonyms and reporting verbs, eliminate basic spelling mistakes, and demonstrate better control over word forms and collocations.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is quite limited, relying mostly on simple sentence structures with frequent errors that can cause difficulty for the reader. Attempts at slightly more complex structures often result in faulty grammar, such as agreement errors in 'The picture illustrate' (instead of 'illustrates') and awkward phrasing like 'few types of nutrients, all of which may be not healthy if eaten lager amount consumed in USA'. Punctuation is basic, and article usage is frequently neglected or incorrect. Frequent errors in prepositions and verb forms persist throughout the text, preventing the response from achieving a higher level of accuracy. To progress, the candidate needs to practice forming complex sentences correctly, pay closer attention to subject-verb agreement, and reduce basic grammatical slips by proofreading their work carefully.

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