Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-10-26

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 pie chart illustrates the proportion of the nutrient value of all the meals were taken in the USA.

Overall, there are three different categories in which percentage of sodium,saturated fats and sugar in all the meals were alter to each other.In the meals, in which added sugar add in snacks had highest proportion and in the sodium there was a less proportion of snacks.On the other hand,in dinner ,the proportion of sodium was more rather then the added sugar .

The use of sodium, in snack and breakfast time were same which is 14./.But in the lunch they had 29./.portion of the nutrition value while the percentage of sodium was highest in all of the above which is 43./ .and it was a huge proportion.

On the use of saturated food in meals there was a big proportion in dinner which is 37./. then after this lunch have slightly less which was 26./. and snack contains 21./.. Additionally, there was a less proportion of breakfast which is 16./.

In the meals,in which added sugar add had highest quantity in snack time which is 42./ . After , that dinner contains 23./. And in lunch only 19./. was used . Nevertheless breakfast contains lower percentage which was 16./..

In contrast,in sodium breakfast contains 14 percent ,while saturated fats and added sugar had same proportion was 16percent

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main pattern that dinner accounts for the largest shares of sodium and saturated fat, while snacks contribute the most added sugar. You also report most figures accurately, including sodium at 43% for dinner and added sugar at 42% for snacks, and make relevant comparisons across meals. This addresses the task, although some features are less fully explained: the overview could more clearly compare the three nutrients as a whole, and the final comparison of breakfast figures is added after the detailed paragraphs rather than integrated into the main summary. Avoid vague claims such as “a huge proportion”; state the key contrasts precisely. A clearer overview and more selective grouping of comparisons would make the main features easier to grasp.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction and overview are followed by separate paragraphs on sodium, saturated fat and added sugar. This gives the reader a basic route through the information. However, progression within paragraphs is sometimes awkward, and several linking expressions are repetitive or poorly placed, such as “After, that” and “On the other hand” where the relationship is not a clear contrast. The final sentence returns to breakfast comparisons after the nutrient-by-nutrient discussion, which weakens the overall progression. Use a more deliberate sequence—for example, overview, then the main meal patterns—and connect comparisons directly to the figures they explain. Clearer sentence boundaries and reference would also help cohesion.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “proportion,” “percentage,” “highest” and “lower,” so the reader can generally understand the comparisons. However, the range is limited and several phrases are inaccurate or unnatural, including “nutrient value,” “saturated food,” “added sugar add” and “a less proportion.” Repetition of “proportion” and “contains” also makes the report less precise. Choose standard terms for describing chart data, such as “share,” “accounted for” and “contributed,” and use the nutrient names consistently. More accurate collocations would make the information clearer and help you express comparisons without relying on vague wording such as “big proportion.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons introduced by “while” and “which,” but control is uneven. Errors in sentence structure and verb forms appear in examples such as “the meals were alter to each other” and “added sugar add in snacks had highest proportion.” Articles and agreement are also inconsistent, as in “in the lunch” and “lunch have slightly less.” Punctuation and spacing around commas and full stops are frequently inaccurate, and the repeated “./.” notation should be written as a percent sign. These issues sometimes make the reader pause to interpret the intended meaning. Practise building complete sentences around one clear comparison, then check verb forms, articles and punctuation.

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