Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-10-26

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 graph illustrate the mid ratio in each food of three kind of nutrients,all of them which meal probably unhealthy if anyone take it to much.Overall,we will discuss the highest percent of nutrients in three meal

Initially, we are going to disscuss sodium highest sodium is in dinner 43% atfer this we have lunch which contain 29% of sodium. In breakfast and snack we have equally 14%. Secondly we have saturated fat, In first meal we have lowest number of saturated fat 16% afterward we have 21% saturated fat in refreshment and 26% in second meal similarly highest saturated fat is in dinner. lastly we have added sugar in snack it is highest 42% and in dinner it is 23% whereas in lunch we have 19% of saturated fat and in breakfast is little less than 19 it is 16%.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report several key figures accurately, including dinner as the highest for sodium (43%) and saturated fat (37%), and snacks as the highest for added sugar (42%). However, the overview is unclear: “we will discuss the highest percent” does not summarise the main pattern across all three nutrients. There is also a factual error when you say lunch contains “19% of saturated fat”; 19% is the added-sugar figure, while saturated fat at lunch is 26%. The response is also 10 words below the required minimum, leaving the comparisons and overview underdeveloped. Add a clear summary of the contrasting peaks and check each figure against the chart.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from sodium to saturated fat and then added sugar, and signposting such as “Initially,” “Secondly” and “Lastly” helps the reader follow the categories. However, it is presented as one paragraph, so the overview is not clearly separated from the detailed reporting. Some links are mechanical, and phrases such as “afterward” and “similarly” do not always show the relationship between the figures precisely. The final sentence also shifts between added sugar and saturated fat, which makes the comparison harder to track. Use a short overview paragraph followed by organised detail, and group comparisons by meal or by nutrient with clear, accurate linking.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “highest,” “lowest,” “equally” and “contain,” so the reader can identify the intended comparisons. However, the range is limited and several choices are inaccurate or unnatural for describing meal categories. “Refreshment” is not an appropriate substitute for snacks, and “first meal” and “second meal” make the chart labels less precise. There are also noticeable spelling errors, including “disscuss” and “atfer,” alongside awkward phrases such as “mid ratio.” These choices sometimes make the meaning less clear. Prefer the chart’s exact labels and use standard reporting expressions such as “accounted for” or “stood at.”

Grammatical Range and Accuracy: Band 5.0

You attempt to connect ideas in longer sentences, for example when comparing the percentages for breakfast, snacks and dinner. However, sentence structures are limited, and errors occur frequently enough to make parts of the response difficult to read. The opening has subject–verb and article problems (“This graph illustrate”), while “all of them which meal probably unhealthy” lacks a workable clause structure. There are also missing or misplaced punctuation marks, including run-on sequences after “Overall” and “Firstly.” Build accurate simple sentences first—for example, “Dinner accounts for 43% of sodium”—then combine related comparisons using controlled clauses. Check agreement, articles and sentence boundaries during revision.

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