Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-08

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)

sodium,saturated fats and added sugar are added in meals in the usa

starting From Breakfast . In breakfast In usa Sodium is added 14% , saturated fats are added 16% and sugar added is 16%

Now we come To snack which are very common in most countries . In snacks in usa Sodium is added 14% similar to Breakfast with sodium .the saturated fats are added 21% and the sugar added in snacks are 42%

now we come to lunch .In a normal lunch in usa sodium is added 29% , saturated fats are added 26% and sugar added is 19%

now the last dinner .In a normal dinner in usa Sodium is added 43% , saturated fats are added 37% and the sugar is added 23%

so From all the graph we get that dinner is the one Which have high amount Of all(sodium,saturated fats and added sugar) these

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report the figures for all three nutrients across breakfast, snacks, lunch and dinner, and most of these values match the chart. However, the final overview is inaccurate: you say dinner has the highest amount of all three nutrients, whereas added sugar is highest in snacks at 42%, compared with 23% at dinner. This is an important feature of the data, so the overview does not fully represent the main trends. The response also mainly lists figures meal by meal rather than selecting and comparing the key patterns—for example, sodium and saturated fat peak at dinner, while added sugar peaks at snacks. A clearer, accurate overview and more emphasis on these contrasts would make the report more complete.

Coherence and Cohesion: Band 5.0

The response follows a recognisable sequence, moving through breakfast, snacks, lunch and dinner, and this makes the figures relatively easy to locate. However, the organisation is repetitive and does not build towards a clear comparison of the chart’s main patterns. Phrases such as “now we come to” and “now the last dinner” are used mechanically, while the final sentence attempts an overview but gives an incorrect conclusion. Grouping the information by nutrient or by highest and lowest meal shares would create a more logical progression. Use a short introduction, a distinct overview, and then focused detail paragraphs, with linking language that shows contrasts rather than simply announcing the next meal.

Lexical Resource: Band 4.5

Vocabulary is sufficient to identify the meals and nutrients, and terms such as “sodium,” “saturated fats” and “added sugar” are relevant to the task. However, the range is limited and repeated: “is added” and “added” recur throughout, although the chart reports percentages of nutrients in meals rather than ingredients being added. Informal commentary such as “very common in most countries” is not useful for describing the data. There are also inconsistent capitalisation and forms, including “From,” “Which” and “sugar.” Choose precise reporting language and vary it appropriately—for example, “accounted for,” “represented” or “made up”—and use “share” or “proportion” to describe the percentages.

Grammatical Range and Accuracy: Band 4.5

Most sentences use a basic subject–verb pattern, and the reader can generally understand which meal and nutrient each figure refers to. However, the range of sentence structures is narrow, and frequent errors affect accuracy. Examples include “sodium,saturated fats and added sugar are added in meals,” which lacks appropriate punctuation and has an awkward structure, and “dinner is the one Which have high amount,” where agreement and article use are faulty. Sentence boundaries and capitalisation are also inconsistent, as in “breakfast with sodium .the saturated fats.” Practise accurate comparative sentences, such as “Dinner accounts for the largest share of sodium,” and check subject–verb agreement, articles, punctuation and sentence starts.

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