Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-09-02

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.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

The charts illustrates the average percentage of three different types of nutrients- sodium, saturated fat and added sugars in meals which are taken by the USA citizens,

Overall, soidum is accounted for the largest proportion at dinner. By contrast, added sugar represented the biggest slice in snacks. Saturated fat is general among all the meals.

Regarding Sodium, USA citizens consume it in a biggest proportion at dinner, which is 43%. Breakfast takes the second place by made up 29%. Lucnh and Snacks have similiar piece of slice ,resposible for 14%.

For Saturated Fat, it is also taken into a large numbers during dinner, 37% of total consume. Lunch and snacks constituted nearly same, 26% and 21% respectively while breakfast made up the remaining 16%.

In terms of added sugar, the proportion of consumtion on snacks is the highest, it represent 42% of total. Remaining meals, Lunch, breakfast and dinner are represnted 19%,15% and 23% respectively

AI examiner evaluation

CriterionBand
Task Achievement / Task Response5.5
Coherence and Cohesion5.5
Lexical Resource5.0
Grammatical Range and Accuracy5.0
Overall5.5

Task Achievement / Task Response — Band 5.5

You have successfully identified the main features of the charts and provided relevant comparisons. You covered all three nutrients and the four meal categories. However, the response lacks a clear, cohesive overview of the data trends. While you mention that sodium is highest at dinner and sugar at snacks, the report would be stronger if you had synthesized the data more effectively rather than listing figures for each category. Ensure that you always provide a clear summary of the most significant trends in the introduction or overview paragraph to meet the requirements for a higher band.

Coherence and Cohesion — Band 5.5

The essay is organized into logical paragraphs, which helps the reader follow the information. However, the use of cohesive devices is somewhat mechanical and repetitive. For example, you frequently start sentences with 'Regarding' or 'For', which limits the flow. Additionally, some referencing is unclear, such as 'Lucnh and Snacks have similiar piece of slice', which is awkward. To improve, try using a wider variety of linking words and phrases to connect your ideas more fluidly, and ensure that your paragraph transitions are smoother.

Lexical Resource — Band 5.0

Your vocabulary is generally adequate for the task, but there are several instances of imprecise word choice and spelling errors. Phrases like 'biggest slice' and 'taken into a large numbers' are not natural in an academic context. You also have recurring spelling errors such as 'soidum', 'Lucnh', 'similiar', and 'consumtion'. To reach a higher band, you should focus on using more precise academic vocabulary (e.g., 'proportion', 'constitute', 'account for') and ensure that you proofread your work to eliminate basic spelling mistakes that distract the reader.

Grammatical Range and Accuracy — Band 5.0

You demonstrate a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout the text. Issues include subject-verb agreement ('The charts illustrates'), incorrect verb forms ('is accounted for', 'made up 29%'), and missing articles or prepositions. For instance, 'Breakfast takes the second place by made up 29%' is grammatically incorrect. While these errors do not completely impede communication, they are frequent enough to lower the score. Focus on mastering basic sentence construction and subject-verb agreement before attempting more complex structures.

See this exact question answered at other band scores — the same prompt compared across bands.

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