Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-08-05
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.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.0)
The pie charts illustrate average proportion of three different types of vitamins in meals in The United State of America. If that type of nutrients consumed by the people frequently, it is harmful for their health.
There are information is given in four various meals(Breakfast, Lunch, Dinner and Snacks).
Overall, it can be clearly seen that in dinner, Sodium is presented with the highest proportion than other vitamins, whereas, Added sugar is stand with the highest percentage in Snacks while other nutrients has stand with low amount over the period.
To begin with, in dinner, Sodium is stand with the highest amount with 43% after it fell down in Saturated fat and Added sugar by 37% and 23% respectively while in Snacks, Sodium is represent with only 14% after it increase gradually in Saturated fat and increase in Added sugar dramatically by the highest proportion by 42%.
In breakfast, Sodium is present with 14% and it rise in Saturated fat and also Added sugar with very low amount by just 2% and reached 16% while in lunch, Sodium is stand with second highest percentage by 29% after it drop down over the period with very small amount by just 3% and 7% and reached 19% respectively.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response identifies the main features of the charts, such as the high sodium content in dinner and the high added sugar in snacks. However, the analysis is often confusing and inaccurate. For instance, the description of the data for breakfast and lunch is difficult to follow and does not accurately reflect the percentages shown in the charts. The student misinterprets the data by describing it as 'rising' or 'dropping' over time, whereas the charts represent a static snapshot of nutrient proportions in different meals. This misinterpretation of the data type significantly impacts the clarity and accuracy of the report.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, but the flow of ideas is frequently disrupted by awkward phrasing and unclear referencing. While some cohesive devices are used (e.g., 'To begin with', 'Overall'), they are often applied incorrectly or in a way that makes the sentences difficult to parse. The progression of information is not logical, particularly in the final paragraph, where the description of the data becomes disjointed. The use of referencing is often mechanical and sometimes confusing, making it hard for the reader to follow the comparison between the different nutrients and meals.
Lexical Resource — Band 5.0
The vocabulary is limited and often used incorrectly. There are frequent errors in word choice, such as 'Sodium is stand with the highest amount' and 'Sodium is represent with only 14%'. The student struggles to use appropriate terminology for describing data, often relying on repetitive and inaccurate verbs like 'stand' or 'is present'. There is little evidence of a range of vocabulary suitable for an academic report. The misuse of basic terms and the lack of precision in describing trends or proportions hinder the overall effectiveness of the writing.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that often impede communication. There are consistent issues with subject-verb agreement (e.g., 'Sodium is stand', 'Added sugar is stand') and incorrect verb tenses or forms (e.g., 'If that type of nutrients consumed'). Sentence structures are often simplistic or poorly constructed, leading to confusion. Punctuation is also inconsistent, and the misuse of prepositions is common. While the student attempts some complex structures, these are almost always faulty, resulting in a lack of control over basic grammatical rules.
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