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)

The Pie chart demonstrates the distribution of three main elements that all are added in the food whic supposed to be not healthy.

Overall, sodium is added in the dinner food which is 43 %. Meanwhile Fat is added in dinner 37% and moreover sugar is added in evening food 23%.

Sodium is added more in dinner but it is less in concentration in snacks , breakfast meanwhile more in lunch which is 29%. In contrast, fat is put in dinner more but in less proportion of 21 and 16% in snacks and breakfast meanwhile lunch have also fat but less than in dinner.Sugar is also added in more concentration in snacks meanwhile average proportion of sugar is added in dinner and less concentration is added in lunch and breakfast.

In breakfast sodium is added more while in dinner saturated fat is in large amount and sugar is more in dinner.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main categories and report several relevant figures, including dinner’s highest sodium share (43%) and the high added-sugar share in snacks (42%). However, the overview is not fully accurate: it says sugar is highest in “evening food” at 23%, whereas snacks are highest at 42%. The final sentence also says sugar is higher in dinner, contradicting the chart and your earlier point. Some comparisons are vague, such as saying sodium is “less in concentration” in snacks and breakfast without noting both are 14%. The response therefore covers the chart only partially, with key features selected but not consistently or clearly reported. Make the overview accurate, then compare the main highs and lows across all three nutrients.

Coherence and Cohesion: Band 5.0

There is some organisation: you begin with an introduction, provide an overall statement, and then discuss the nutrients in the body. However, the progression is difficult to follow because the overview and final sentence conflict, and the body moves between sodium, fat and sugar without a clear comparison plan. Linking words such as “Meanwhile,” “In contrast,” and “moreover” are used, but they do not always show the relationship between the information accurately. Several ideas are also joined into long sentences, making comparisons harder to track. Group the information by meal or by nutrient, use one paragraph for the overview, and ensure each comparison follows a clear sequence.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportion,” “concentration,” and “distribution,” and the reader can generally identify the nutrients and meals being discussed. However, the range is limited and several expressions are unnatural or imprecise, such as “added in the dinner food,” “put in dinner,” and “less in concentration.” Repetition of “added” and “more” also makes the description less precise. In this task, describe the percentages as shares or proportions of each nutrient consumed at meals, rather than suggesting ingredients are literally added to a meal. More accurate collocations would make the comparisons clearer and reduce the effort required to understand them.

Grammatical Range and Accuracy: Band 5.0

The response attempts some longer sentences using connectors such as “while” and “meanwhile,” but these structures are often faulty or difficult to follow. For example, “In contrast, fat is put in dinner more but in less proportion of 21 and 16%...” lacks a clear grammatical structure, and “lunch have also fat” has subject–verb agreement and article problems. There are also errors in sentence boundaries and punctuation, particularly where ideas run together without a space after a full stop. Simple sentences are generally understandable, but the limited control of longer forms sometimes obscures the comparisons. Practise accurate comparative sentence patterns, such as “Dinner accounts for…, compared with…”

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