Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-10-20

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 chart compares the percentages in typical meals of three types of nutrients ,i.e sodium,saturated fats and sugars in different meals consumed in the USA. Overall, there are three meals which differ from each other in various percentages and all of these were change their average percentages in typical meals consumed in the USA. some of these were high and some remain the same nutrients. In the first nutrient, sodium added to the breakfast 14% and same as snaks but lunch consumes a bit increase of sodium and there was a high level of sodium in dinner. The second type of nutrient was saturated fat, the average percentage of breakfast were 16% and a few increased the level of snaks and then the third one were luch which rise upto 26% and the other high level of percentage were dinner which flows upto 37%. The last type were sugar,which gradually increase the level of snakls and lower the levels of breakfast and also luch and dinner.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the chart’s subject and report some relevant figures, including sodium at 14% for breakfast and snacks and dinner at 43%, as well as saturated fat reaching 37% at dinner. However, the overview is unclear and does not accurately summarise the main patterns: dinner has the highest sodium and saturated-fat shares, while snacks have the highest added-sugar share. The statement that some nutrients “remain the same” is unsupported, and the sugar description is too vague to show the actual comparisons. There is also a factual error in saying sodium rises at lunch: lunch is 29%, compared with 43% at dinner, but the response does not give the lunch figure. Select the key highs and lows and report them precisely.

Coherence and Cohesion: Band 5.0

The response has a basic sequence: an introduction, an attempted overview, and separate discussion of sodium, saturated fat and sugar. This gives the reader some sense of how the information is organised. However, progression is limited, and the overview does not prepare the reader for the details that follow. Linking phrases such as “The second type” and “The last type” are repetitive and sometimes make the relationships between figures unclear. The final paragraph is especially difficult to follow because it lists breakfast, snacks, lunch and dinner without a clear comparison. Use a concise overview, then group the data by the most important pattern—for example, dinner’s high sodium and fat versus snacks’ high sugar—and use clear comparisons within each paragraph.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentages,” “average,” “nutrients,” “increase” and “level,” so the topic is generally recognisable. However, the range is limited and several choices are inaccurate or awkward, which sometimes makes the meaning difficult to interpret. For example, “sodium added to the breakfast” does not clearly describe a percentage, and “flows upto 37%” is not a natural way to report a figure. There are also spelling errors such as “snaks,” “luch” and “snakls,” alongside inconsistent spelling of “snacks.” Aim for precise reporting language such as “accounted for,” “stood at” and “was the highest,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple and longer sentences, and the opening sentence communicates the chart’s general subject. However, grammatical control is weak and errors frequently affect clarity. For example, “all of these were change” has an incorrect verb form, while “the average percentage of breakfast were 16%” has a subject–verb agreement error. The sentence beginning “Overall” also contains a fragment-like sequence, with unclear links between clauses. Punctuation and spacing are inconsistent, including missing spaces after commas and full stops. Practise building accurate sentences with a clear subject and verb, such as “Sodium accounted for 14% at breakfast and snacks,” before adding comparisons using “whereas” or “while.”

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