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 FIGURES ILLUSTRATES INFORMATION ABOUT AVERAGE AMOUNT OF SODIUM, SATURATED FATS AND ADDED SUGERS IN DIFFERENT MEALS IS THERE IN THE USA.
AS CAN BE SEEN FROM THE DATA, IN BREAKFAST THERE IS 14% OF SODIUM IS THERE , FOLLOWING, SAME NUMBER OF SATURATED FAT AND ADDED SUGER WHICH IS 16% IS THERE ALSO. AFTER THAT IN SNACKS NUMBERS ARE IDENTICAL AS BREAKFAST IN TERMS OF SODIUM THAT IS 14% WHILE OTHER NUTRIENTS SATURATED FAT IS ABOUT 16% AND IT IS HIGHEST WHEN IT COMES TO ADDED SUGER WHICH IS 42%.LUNCH HAS 29% SODIUM, 26% OF SATURATED FAT AND 19% ADDED SUGER. IN LAST DINNER WHICH IS MOST IMPORTANT MEAL OF THE DAY, HAVE 43% SODIUM, 37% OF SATURATED FAT AND 23% OF ADDED SUGER.
IN THE CLOSING ,IT IS CLEARLY SEEN THAT SIGNIFICANT AMOUNT OF SODIUM AMONGTS OF OTHER NUTRIENTS IS CONSUMED IN DINNER AND SATURATED FAT. ALSO ADDED SUGER IS MAXIMUM IN SNACKS.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 6.0
The response addresses all parts of the task by reporting the main features of the charts and making relevant comparisons across the four meal types. An overview is present, highlighting the key distributions. However, some parts are more fully developed than others, and certain details are handled unevenly, such as treating dinner as 'most important meal of the day,' which introduces extraneous commentary not present in the prompt data. While the core information regarding sodium, saturated fat, and added sugar percentages for breakfast, lunch, dinner, and snacks is captured, the development of trends remains somewhat mechanical, placing the response firmly at this level where relevant ideas are presented but under-developed or accompanied by minor irrelevancies.
Coherence and Cohesion: Band 6.0
The response achieves an overall coherent arrangement and is divided into logical paragraphs, beginning with an introduction, moving to body details, and ending with a concluding summary. Information is generally organized in a sequential manner, progressing through the meal types. However, cohesion is sometimes faulty or mechanical, relying heavily on basic linkers and repetitive phrasing like 'is there' and 'which is.' Referencing and transitions between sentences can feel abrupt, for example when jumping between nutrients without smooth connective devices. Paragraphing is used, but the internal logical progression of ideas lacks fluidity, keeping the cohesion at a moderate level.
Lexical Resource: Band 5.0
The vocabulary used is adequate for the task, successfully conveying the basic percentages and categories of nutrients. The writer attempts some less common vocabulary, such as 'significant amount' and 'identical,' but these attempts are accompanied by inaccuracies in word choice, collocation, and phrasing, such as 'IN THE CLOSING' and 'amongts of other nutrients.' There are also noticeable awkward expressions like 'same number of saturated fat and added sugar which is 16% is there also.' Spelling is generally functional, but the lexical range remains limited, and awkward word combinations prevent the vocabulary from reaching a higher standard.
Grammatical Range and Accuracy: Band 4.5
The student uses a mix of simple and complex sentence forms, though attempts at complexity frequently result in structural awkwardness and grammatical errors. There are frequent issues with subject-verb agreement and redundant structures, such as 'AVERAGE AMOUNT OF SODIUM... IS THERE IN THE USA' and 'DINNER... HAVE 43% SODIUM.' Punctuation is also problematic, including run-on clauses and missing commas before dependent structures. While the meaning remains mostly clear despite these errors—meaning they rarely completely impede communication—the high density of basic structural slips and awkward phrasing limits the grammar score.
See this exact question answered at other band scores. The same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.