Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-10-22

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)

This pie charts illustrates us about nutrition which are uses in three typical meals in America.These charts are shows us separately uses in percentage.Overall, sdium ratio is high then others but in snaks,people intake 42% of sugar.

In the USA, people are uses fourteen percent of sodium in their breakfast but it is less then other both.While they absorb 43% of sodium in lunch and it is much more then saturated fat and sugar.First of that i mention 37 percent uses and second sugar is uses 23 percent meanwhile it is less all of them.

But when we see towards the lunch, people consume sugar less of every one . It's only19 % but they intake 29 % of sodium and 26 % of saturated fat.

This chart also describe when people uses snaks,how much they absorb minerals such as sodium fat and sugar. If they eat snacks they intake sugar 42% and 21% of fat.It is more than others one.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify relevant features, especially the high dinner figures for sodium and saturated fat and the 42% share of added sugar in snacks. However, the overview is unclear and partly inaccurate: “sodium ratio is high then others” does not specify that dinner is highest for sodium and saturated fat, while snacks are highest for added sugar. Some comparisons are also assigned to the wrong meal. For example, the paragraph beginning “when we see towards the lunch” gives lunch figures, but the preceding paragraph appears to describe lunch while referring to 43% sodium, which is the dinner figure. Breakfast and its comparatively low values are barely covered. A clearer overview and accurate, organised comparisons would make the response more complete and precise.

Coherence and Cohesion: Band 5.0

The response has an opening, an attempted overview and separate paragraphs discussing meal categories, so there is some organisation. However, the progression is difficult to follow because the meal being discussed is not always clear. The paragraph starting “In the USA” moves between breakfast and what seems to be dinner, then the next paragraph introduces lunch, making the sequence confusing. Linking phrases such as “But when” and “This chart also describe” do not consistently clarify how the information relates. Grouping the main patterns first—for example, dinner’s high sodium and fat shares, then snacks’ high sugar share—and using clear topic sentences and references would create a more logical progression.

Lexical Resource: Band 5.0

You attempt vocabulary relevant to the chart, including “consume,” “intake,” “percentage,” and “absorb,” and the reader can generally recognise the intended topic. However, the range is limited and several choices are inaccurate or unnatural, such as “uses” for the proportion of a nutrient in a meal and “absorb minerals” for sodium, fat and sugar. Repetition of “people,” “intake” and “more” also limits precision. Spelling errors such as “sdium” and “snaks” further reduce clarity. Use standard chart language consistently, such as “accounts for,” “contains” and “the proportion of added sugar,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

There are attempts to combine ideas using clauses, as in “While they absorb 43% of sodium in lunch,” but the sentence structures are often faulty and the range remains limited. Errors in verb forms and agreement appear in “This pie charts illustrates” and “These charts are shows”; article and preposition patterns are also problematic in “in their breakfast” and “in lunch.” Several sentences run together without appropriate punctuation, for example “America.These charts” and “snaks,people.” These errors sometimes make the relationships between figures difficult to understand. Practise accurate simple comparison sentences first, then add subordinate clauses, while checking subject–verb agreement, articles and sentence boundaries.

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