Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-09-08
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)
This pie charts compares the percentage of sodium, saturated fat and added sugar in the defferent meals.
Overall people consume high soduim and saturated fat in dinners. But Sugar consumed more in the form of snacks rather than meals. Lunch always consisted of normal porportion of mixed nuitreints. Breakfast have lower nuitrients than any other meal.
In breakfast people usually prefer foods whioch contain low soduim saturated fats and sugar. In lunch its soduim amount inclined from 14% to 29% and saturated fats rise to 21% to 26% and sugar little roes with 3%. In between all meals snacks contain high ratio of sugars which is about 42% and the ratio of saturated fat is 21% and sduim ratio is only 14%.
In Dinner that nuitreints are consumed have high ratio of soduim its around 43% among 100% which is taken in dinner. Saturated fats are als put in to body in a large amount which is 37% in only dinner. The part of sugar which is 23% is consumed in the dinner. In conculsion it can be said that Dinner is the haeaviest meal of the day.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, identifying key trends such as the high sodium and saturated fat content in dinners and the high sugar content in snacks. However, the analysis is somewhat superficial and contains inaccuracies in data reporting. For instance, the claim that lunch sodium increased from 14% to 29% is not supported by the provided charts, which show static percentages for each meal type. The overview is present but lacks a clear synthesis of the data. To reach a higher band, ensure that the data points are accurately transcribed and that the comparison between the three nutrients is more analytical rather than just listing figures.
Coherence and Cohesion — Band 5.5
The essay is organized into logical paragraphs, with an introduction, body paragraphs for different meal types, and a conclusion. However, the progression of ideas is sometimes hindered by awkward phrasing and mechanical transitions. While cohesive devices are used (e.g., 'In breakfast', 'In lunch', 'In conclusion'), they are often repetitive or used incorrectly. The referencing is occasionally unclear, making it difficult for the reader to follow the comparison between the three nutrients. Improving the variety of linking words and ensuring that each paragraph has a clear topic sentence would enhance the flow and logical structure of the response.
Lexical Resource — Band 5.0
The range of vocabulary is limited and repetitive, relying heavily on basic terms like 'high', 'low', and 'amount'. There are frequent spelling errors throughout the text, such as 'defferent', 'soduim', 'nuitreints', 'porportion', 'whioch', 'roes', and 'haeaviest'. These errors are noticeable and occasionally distract the reader, although they do not fully impede communication. To improve, you should focus on using more precise academic vocabulary to describe trends (e.g., 'constitute', 'account for', 'predominate') and pay closer attention to the spelling of technical terms related to the task.
Grammatical Range and Accuracy — Band 5.0
The response uses a mix of simple and some complex sentence structures, but accuracy is inconsistent. There are frequent grammatical errors, particularly with subject-verb agreement ('Breakfast have lower nuitrients', 'Sugar consumed more') and prepositional usage ('In between all meals', 'put in to body'). Punctuation is also inconsistent, with missing commas in complex sentences. While the meaning is generally clear, the high frequency of errors in basic grammar structures prevents the response from reaching a higher band. Focusing on sentence construction and proofreading for basic subject-verb agreement would significantly improve the quality of the writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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