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 charts illustrate the average percentage in typica meals of three types of nutrients, all of which may be unhealthy to eaten too much.

Overall, dinner consists of highest percentage of sodium, saturated fat and added sugar where this consumption faced declined as compared to three figures. Although, other meals consumed nuitrients gradually increased however, snack consumed nutrients dramatically increased.

At first, Dinner consumed sodium about 43% which was greatest consumption as compared to other meals whereas 29% by lunch however, breakfast and snack consumed same percentage of sodium approximately about 14%.

Consequently, dinner consumed 37% of saturated fat which was relatively lowest consumption as compared to Sodium subsequently, lunch and breakfast consumed 26% and 16% respectively which showed relatively increased. However, sanck consumed Saturated fat considerabely soared up to 21%.

At last, dinner consumed further decreased to 23% where lunch accounted 19% which was relatively increased as compared to saturated fat however, breaksat consist same percentage as saturated fat about 16% however, consumption of snack soared uo and reached to 42

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, covering the main charts regarding the consumption of sodium, saturated fat, and added sugar in typical meals in the USA. However, the overview is somewhat confused, stating incorrectly that dinner consumption faced a decline compared to three figures, and some of the data comparisons are inaccurate or lack clarity. For instance, the discussion of saturated fat misinterprets the proportions and trends, and the writing tends to mechanically list percentages rather than fully synthesising the main features. To reach a higher level, the overview needs to clearly and accurately capture the overarching trends across all three nutrients, and the body paragraphs should present well-supported comparisons rather than isolated data points.

Coherence and Cohesion: Band 5.0

The response demonstrates some organisation, but there is no clear overall progression of ideas. Although paragraphing is attempted, the logical flow between sentences and paragraphs is frequently disrupted by repetitive and mechanical phrasing, such as starting multiple sentences with 'Dinner consumed' or 'At last'. Cohesive devices are often inadequate, inaccurate, or overused, with excessive reliance on words like 'however' used incorrectly to link contradictory or unrelated clauses (e.g., 'where this consumption faced declined as compared to three figures. Although, other meals consumed nuitrients gradually increased'). To improve, the writer needs to ensure logical sequencing of information and use a wider variety of cohesive ties more naturally.

Lexical Resource: Band 5.0

The lexical resource is limited but minimally adequate for the task, successfully conveying basic numerical data. However, there is a noticeable lack of variety, with repetitive use of basic verbs like 'consumed' throughout the text. There are also several word choice and spelling errors that detract from the quality, such as 'typica', 'nuitrients', 'sanck', and 'breaksat'. Furthermore, collocations are unnatural, as meals do not 'consume' nutrients; rather, people consume nutrients in meals. To achieve a higher band, the student should expand their vocabulary range to include more precise reporting verbs and synonyms, and ensure accurate spelling and word forms.

Grammatical Range and Accuracy: Band 4.5

The writing exhibits a limited range of sentence structures, with frequent reliance on simple clauses strung together with conjunctions or faulty linking words. Attempts at complex sentences often result in ungrammatical constructions and run-on sentences, such as 'where lunch accounted 19% which was relatively increased as compared to saturated fat however, breaksat consist same percentage...'. There are frequent errors in verb forms, tense consistency, prepositions, and missing articles ('consists of highest percentage', 'to eaten too much', 'faced declined'). Punctuation is also weak, particularly the lack of full stops separating distinct clauses. To improve, the student must work on foundational sentence boundary control and accurate grammatical structures.

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