Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-25

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 three pie chart compare three different type of nutrients in meals consumed by USA people.

The chat revele that dinner take most number of persantage of unhealthy nutrients in USA pepole meale whish are as follow 43% of sodium, 37% of saturated fat, 23% of added surger. Following that second place take lunch which are as follow sodium 29%, saturated fat 26%, and added suger is low compare to other two nutrients which is only 19%.

Breakefast hold least number of this unhealthy nutrients in USA people meals, which are as follow, 14% of sodium, 16% of saturated fat and added surgar. And in snacks sodiume is low only 14%, followiinf that 21% saturated fat whlie added sugae rise to 42%.

The comparison heighlights that USA people consumed more unhealthy nutrients in dinner and lunch comparie to breakfast and snacks. whlie snake have most persentage of added sugar.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main pattern that dinner has the highest shares of sodium and saturated fat, and you correctly report several figures, including dinner’s 43% and 37%, and snacks’ 42% of added sugar. You also note that breakfast has relatively low proportions. However, the overview is not fully precise: dinner does not lead for every nutrient, since snacks have the highest added-sugar share. The final comparison that people consume more unhealthy nutrients at dinner and lunch is too broad because the charts show percentages by meal, not total consumption. The response is also one word below the required 150-word minimum. To strengthen the summary, give a clear overview of the contrasting peaks and report the comparisons without making claims beyond the data.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, two paragraphs reporting meal figures, and a concluding comparison. This gives the information an overall coherent arrangement. Sequencing is generally understandable, with dinner and lunch discussed before breakfast and snacks. However, repeated phrases such as “which are as follow” make the reporting mechanical, and the final sentence repeats the broad comparison rather than adding a distinct summary. Some links are also unclear, particularly “Following that second place take lunch,” where the relationship between the meals and their rankings is awkward. Use a concise overview paragraph, then group the details by the nutrients or by the highest and lowest meal shares, with clearer transitions.

Lexical Resource: Band 5.0

You use relevant task vocabulary, including “nutrients,” “sodium,” “saturated fat,” “added sugar,” and “percentage,” so the reader can identify the chart categories. However, the range is limited and several word-choice, spelling, and collocation errors are noticeable, sometimes making the text harder to read: “most number of persantage,” “hold least number,” and “rise to 42%” are not natural ways to describe chart proportions. Repetition of “which are as follow” also restricts flexibility. Aim for accurate reporting expressions such as “accounted for,” “stood at,” and “the highest proportion,” and check spelling carefully, especially for key data terms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer clauses, for example, “Breakfast hold least number …, which are as follow,” but control is inconsistent. Errors in agreement and sentence construction occur in phrases such as “The three pie chart compare” and “dinner take most number,” while the long sentence beginning “The chat revele that dinner…” is difficult to follow because its clauses are not clearly formed. There is also inconsistent punctuation and capitalisation, including the lower-case “whlie” after a full stop. These problems can make relationships between ideas unclear. Practise accurate subject–verb agreement and build shorter, complete sentences around each comparison before adding subordinate clauses.

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