Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-11-02

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 3 bar-charts illustrate how the several types of nutrients are added in meals, Excessive intake of these foods is unhealthy.

Overall, Their three types of nutrients (Sodium, Saturated fat, Added sugar) are added in meal. These added in meals like snacks, Breakfast, dinner and lunch.

At first, Sodium has include highly in dinner contain 43%. whereas, In lunch contain 29% and 14% added in breakfast and snack. By comparison, Saturated fat also highest value in dinner at 37%. whereas, 21% include in snacks. In lunch value is 26%. Moreover, In breakfast conatin least number of saturated fat contain 16%.

At last, Sugar accounted extremely 42% in snacks. In contrast, 23% is added in dinner. Moreover, In lunch 19% sugar is included. In breakfast conatin least number of sugar contain 19%

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report several key figures accurately, including dinner as the largest source of sodium (43%) and saturated fat (37%), and snacks as the largest source of added sugar (42%). However, the overview mostly repeats that the nutrients occur in meals rather than summarising the main contrasts. There is also a factual error: breakfast has the lowest added-sugar share at 16%, not 19%; 19% is the lunch figure. The response therefore covers the charts only partially, with limited development of the comparisons. It is also 19 words below the required minimum, leaving little room to describe the remaining patterns. Add a concise overview and compare the meal patterns across all three nutrients.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: an introduction, an overview, and then details about sodium, saturated fat and sugar. This gives the reader some sense of organisation. However, progression within the paragraphs is often mechanical, relying on repeated transitions such as “whereas,” “Moreover,” and “At last.” The overview does not clearly guide the reader toward the comparisons that follow, and the final paragraph repeats the same breakfast point without resolving the inaccurate figure. Some sentence fragments, such as “In lunch value is 26%,” also interrupt the flow. Grouping the information by the main pattern—for example, dinner’s high sodium and fat shares versus snacks’ high sugar share—would create clearer progression and reduce repetition.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “accounted,” “value,” “highest,” and “least,” and the nutrient names are generally clear. However, the range is limited and several word choices or collocations make the report awkward, such as “nutrients are added in meal,” “highly in dinner,” and “Sugar accounted extremely 42%.” “Bar-charts” is also inaccurate for the visual, which presents pie charts. Spelling errors such as “conatin” and “contian” further reduce control. These issues do not prevent the reader from identifying most figures, but they make some descriptions difficult to interpret. Practise precise reporting phrases such as “accounted for,” “made up,” and “the proportion was highest in.”

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentence patterns, including comparisons introduced by “whereas” and “In contrast,” but control is inconsistent. Many clauses lack a complete or correctly formed verb, as in “In lunch contain 29%” and “In breakfast conatin least number of sugar contain 19%.” Articles and plural forms are also often missing, and capitalisation after commas or within sentences is inconsistent. These frequent errors sometimes make relationships between figures unclear, even though the reader can recover the general meaning. Build accuracy first with complete subject–verb sentences, such as “Dinner accounts for 43% of sodium,” then combine two accurate clauses using “while” or “whereas.”

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