Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-09

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 pie charts illustrate data about average percentages in typical meals of three types of nutrients which are sodium , Saturated fat and added sugar.

Overall, the sodium's chart provide that dinner is the higher meals percentage following by lunch as the same for saturated fat chart whereas, in added sugar's pie chart demonstrate that snack is the higher percentage following by dinner as a secound higher percentage .

sodium provide that dinner is the most meals consuption by 43% following by lunch as in Saturated fat while , in the last pie chart wich is added suggar shows that snack is the higher percentage by 42% following by dineer by 23% .

to same up , the figures provide that dinner and lunch are the first causes of inhealthy foood

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the three nutrients and report some important patterns: dinner is highest for sodium and saturated fat, while snacks lead for added sugar. The figures you include—43% for dinner sodium, 23% for dinner added sugar, and 42% for snack added sugar—are accurate. However, the report is incomplete: it gives few comparisons and omits several useful figures, including breakfast values and the 37% dinner share for saturated fat. The final claim that dinner and lunch are the “first causes” of unhealthy food is unclear and not directly supported by the chart, which shows meal shares rather than causes. The response is also 29 words below the 150-word minimum; 10 words copied from the prompt were not counted. Add a fuller overview and more accurate comparisons.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, with an opening, an overview, and further detail. The overview also groups the two charts with dinner as the leading meal, then contrasts them with added sugar. However, progression is limited because the later paragraph largely repeats this same comparison rather than adding a clear set of details. Linking phrases such as “following by” and “whereas” are used inaccurately or awkwardly, and “to same up” does not clearly signal a conclusion. The final sentence introduces a broad claim without connecting it logically to the figures. Use separate, purposeful paragraphs for the overview and comparisons, and link each comparison clearly to the relevant nutrient and meal.

Lexical Resource: Band 5.0

The response uses some relevant chart vocabulary, including “pie charts,” “average percentages,” “nutrients,” and “higher percentage,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning difficult to follow. For example, “the higher meals percentage” and “the first causes of unhealthy food” do not express the intended comparisons naturally. Spelling errors such as “secound,” “suggar,” “dineer,” and “consuption” are noticeable, while repeated use of “following by” limits precision. Build a small set of accurate reporting phrases, such as “accounted for,” “was the largest share,” and “was followed by,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt longer sentences and use comparison structures, but the range is limited and errors are frequent enough to make some sentences difficult to interpret. For instance, “the sodium's chart provide that dinner is the higher meals percentage” has problems with the possessive construction, subject–verb agreement, and sentence structure. The clause beginning “whereas, in added sugar's pie chart demonstrate” lacks a clear grammatical subject, and the final sentence is also incomplete in its construction. Capitalisation and punctuation are inconsistent, including unnecessary spaces before commas and full stops. Practise writing clear subject–verb sentences first, then combine them with accurate connectors such as “while” or “whereas.”

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