Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The given pie charts illustrate different types of common meals and three kinds of nutrients which could be unhealty if they use in excessively.
Overall, it can be clearly seen that in the breakfast added sugar, saturated fat are the same quantity whereas sodiun shows marginally less percentage whereas in dinner all of three have dominated contribution
To begin with lunch, added sugar,saturaded fat and solium are 19% , 26% and 29% respectively. Whereas snacks demonstrates considerablly high ammount of using which are 45% added suger, 21% saturated fat and 14% sodium
dinner is the peak time of consuming these nutrients as sodium in this type of meal have the highest portion which is 41% higher than any other type of meal. Further saturated fat is also has significant part which is 37% and last added sugar which consists of 32% .
Breakfast is time of less consumption of these three nutrients which are added sugar, saturated fat and sodium 16%, 16% and 14% respectively.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response covers the main features of the charts, identifying key trends and nutrients such as sodium, saturated fats, and added sugars across different meal times. However, the report suffers from inaccurate data reporting in several places. For instance, the student states that added sugar in dinner is 32% (whereas the chart shows 23%) and that snacks have 45% added sugar (instead of 42%). Furthermore, the overview is somewhat confused, claiming incorrectly that all three nutrients dominate dinner equally, and the conclusion lacks clarity. These inaccurate data points and limited synthesis of the overall trends prevent the response from achieving a higher rating, as key comparisons are either missing or factually unsupported by the source material.
Coherence and Cohesion: Band 5.5
The response shows some basic organization with a clear introduction and separate paragraphs for lunch, dinner, and breakfast. However, there is no clear overall progression or effective linking between the paragraphs, leading to a somewhat mechanical structure. Cohesive devices are used awkwardly or inaccurately, such as the abrupt transitions ('To begin with lunch', 'dinner is the peak time', 'Breakfast is time of'), which disrupts the flow of the report. Referencing is also occasionally unclear, making it difficult for the reader to follow the logical development of the comparisons. Paragraphing is attempted, but internal cohesion within sentences and across sections needs significant strengthening to achieve a smoother, more logical progression of ideas.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task. The student attempts some less common vocabulary, such as 'dominated contribution' and 'considerably high ammount', but these attempts are marred by noticeable word-choice errors, unnatural collocations, and spelling mistakes ('unhealty', 'sodiun', 'saturaded', 'solium', 'ammount', 'suger'). Additionally, there is heavy repetition of basic vocabulary relating to the charts and nutrients. While the vocabulary is sufficient to convey the general topic, these persistent lexical errors and spelling inaccuracies cause occasional difficulty for the reader and prevent the response from demonstrating a wider or more precise range of expression.
Grammatical Range and Accuracy: Band 5.0
The response demonstrates a very limited range of grammatical structures, relying mostly on simple sentences or faulty attempts at complex clauses. There are frequent grammatical errors throughout the text, including missing articles ('in the breakfast', 'is time of'), incorrect prepositions ('if they use in excessively'), subject-verb agreement issues ('sodium in this type of meal have', 'saturated fat is also has'), and awkward phrasing. These frequent errors in grammar and sentence construction can cause difficulty and confusion for the reader. To improve, the student needs to work on complex sentence formation, ensure accurate subject-verb agreement, and pay closer attention to basic grammatical patterns and punctuation.
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