Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-02
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 given pie chart illustrates what percentage of each nutrient(sodium, saturated fat and sugar) is intaken during four different meals per day.
Overall, the data depicts that people consume 42% of sugar while having snacks which is the largest amount of intake of sugar among all four meals a day. Furthermore, all the nutrients are consumed almost equally in one meal which id dinner as only a gradual diffrence in percentage is shown in their intake in the data.
Firslty, Sodium is cosumed only 14% in dinner as well as as snack however in lunch its intake is almost doubled , in fact becomes three times during dinner. Moving to the saturated fats, it shows almost a similar pattern like sodium as it is consumed only 16% in breakfast but further reaches to 37% while dinner.
In contrast, sugars illustrates a completly different data as it is least consumed in breakfast but people intakes sugar in snacks as the highest percentage.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.0
The response addresses the task partially, attempting to present the main features of the chart, but contains notable inaccuracies and misinterpretations of the data. For example, the student claims that "Sodium is consumed only 14% in dinner", whereas the chart clearly shows that dinner accounts for 43% of sodium intake, while breakfast and snacks are 14%. Similarly, the overview states that all nutrients are consumed almost equally at dinner, which misreads the varied proportions shown for sodium, saturated fat, and added sugar. While some details regarding snacks and added sugar (42%) are correctly identified, the limited development, inaccurate data reporting, and failure to present a fully accurate overview prevent the response from achieving a higher band.
Coherence and Cohesion: Band 5.5
The response demonstrates some organisation through the use of paragraphs and basic transition signals such as "Overall", "Firslty", and "In contrast". However, there is a lack of a clear overall progression throughout the body paragraphs due to confusing comparisons and contradictory statements. Referencing is occasionally unclear, and cohesive devices are sometimes mechanical or inaccurate. Paragraphing is present, separating the introduction, overview, and body details, but the logical flow between sentences is disrupted by data inaccuracies, resulting in a somewhat disjointed structure that hinders smooth reading.
Lexical Resource: Band 5.5
The vocabulary used is minimally adequate for the task, allowing the student to communicate basic trends, but it is limited and repetitive. There are noticeable lexical and spelling errors that occasionally cause difficulty, such as "intaken" instead of consumed, "diffrence" instead of difference, "Firslty" instead of Firstly, and "cosumed" instead of consumed. Attempts to use less common vocabulary are constrained, and the student relies heavily on direct repetition of words from the prompt. While the language is sufficient to convey general ideas, word choice and spelling inaccuracies prevent it from reaching a higher level of precision.
Grammatical Range and Accuracy: Band 5.5
The writing displays a limited range of sentence structures, with frequent errors in grammar and punctuation. There are issues with subject-verb agreement and prepositional use within grammatical patterns, such as "people intakes sugar" and "is intaken during four different meals". Attempts at complex sentences often result in faulty structures and run-on phrasing, as seen in the second sentence of the overview. Punctuation errors are also present, including missing commas after introductory transitional words. These frequent errors require the reader to occasionally pause or re-read to grasp the intended meaning.
See this exact question answered at other band scores. The same prompt compared across bands.
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