Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-24

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 pie charts states average percentage consumption of three types of nutrients (Sodium,Saturated fat, Sugar) in different time meals in USA.

As we compare side to side at the time of breakfast the percentage of sodium is relatively lower (14%) than that of saturated fat and sugar.On the other hand, its inverse happens at the time of dinner (43%) and Lunch (29%). Furthermore, at the time of snacks the sugar takes over other nutrients by the percentage of approx 42% which is far high than sodium 14% and saturated fat 21%. After comapring all nutrients we get know that almost of the time the consumption of saturated fat remain in between of sodium and sugar except the time of breakfast does not surpas any other nutrient.

The percentage of consumption of nutrients totally depends on the time of meal being taken in some times Sodium dominated while in others sugar takes the leader board

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the three nutrients and make relevant comparisons, including the high sodium share at dinner (43%) and the high added-sugar share in snacks (42%). You also note that saturated fat is generally between the other figures, which is a useful overall pattern. However, the overview is not clearly separated or fully developed, and some comparisons are imprecise: breakfast sodium is tied with snacks at 14%, rather than simply being lower across the meal categories. The statement that consumption “totally depends on the time” is too broad and does not explain the main contrasts. To strengthen the response, give a concise overview of the highest and lowest meal shares for each nutrient, then support it with accurate comparisons across all four meals.

Coherence and Cohesion: Band 5.5

The response follows a broadly understandable order: it introduces the charts, compares meal figures, and ends with a general comment. Linking expressions such as “On the other hand” and “Furthermore” help signal relationships between points. However, the ideas are packed into one paragraph, so the overview and supporting details are not clearly distinguished. Some transitions are also awkward or mechanical, and the final sentence repeats the idea that different nutrients lead at different meals without adding a precise comparison. Use separate paragraphs for the overview and key details, and organise the body around clear patterns—for example, dinner’s higher sodium and saturated fat versus snacks’ higher sugar. This would make progression easier to follow and references clearer.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “percentage,” “consumption,” “nutrients,” and “dominated,” and the reader can generally understand your comparisons. There is some attempt to vary expression, but several choices are inaccurate or unnatural for describing chart data. “Time meals” and “takes the leader board” are not suitable collocations, while “its inverse happens” is unclear. Spelling errors such as “comapring” and “surpas” also reduce accuracy. Aim for precise, conventional chart language and avoid conversational metaphors. Phrases such as “accounted for,” “was the highest,” and “by comparison” would help you report the figures more naturally and clearly.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple and more complex sentences, including comparisons introduced by “while” and “except.” The main meaning is usually recoverable, but some grammatical errors and punctuation problems make the writing less controlled. For example, “The pie charts states” has a subject–verb agreement error, and “After comapring all nutrients we get know” is missing grammatical elements. The long sentence beginning “After comapring” also becomes difficult to follow because its clauses are not clearly structured. Check agreement, articles, and sentence boundaries, and use a full stop rather than joining several comparisons together. More accurate control of these structures would make your ideas easier to read.

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