Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 14 · 2026-10-28

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 given chart illustrates the average percentage of nutrients gained in the meals

The three types of nutrients gained in the meals of usa were sodium, saturated fats,added sugar

Those the nutrients sodium was slightly lesser when compared with saturated fats and added sugar which were 14 and 16 percentages respectively in the breakfast

There is slight difference in the percentage intake of all the three nutrients which is sodium is 29 percent,26 percent of saturated fats,19 percent of added sugar which little bit more compared to other two nutrients in the lunch.

There is vast difference in the intake of nutrients with snacks which are 14 percent of sodium,21 percent of saturated fats and identifyable difference with added sugar which is 42 percent

There fluctuating difference between all the three nutrients intake in the dinner which were at sodium 43 percent,37 percent of saturated fats ,23 percent of added sugar

In all the three nutrients there is slight high consumption of one nutrient occasionally which may cause health related complications when taken excessive

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report figures for all three nutrients across breakfast, lunch, snacks and dinner, and most match the chart—for example, dinner has the highest sodium share at 43%, while snacks have the highest added sugar at 42%. However, the response does not give a clear, well-developed overview of the main patterns. The opening only names the nutrients, and the final comment about “slight high consumption” is vague and not a useful summary of the chart. Some comparisons are also unclear: breakfast sodium is not “slightly lesser” than the other nutrients in a precise sense, and the lunch figures are listed without explaining their relative pattern. Highlighting the contrasting peaks—dinner for sodium and saturated fat, snacks for added sugar—would make the key features clearer.

Coherence and Cohesion: Band 5.5

The response follows a generally understandable order, moving through breakfast, lunch, snacks and dinner, and this helps the reader locate the figures. However, the organisation is repetitive and does not build towards a clear overview: most paragraphs begin with a general statement about a “difference” before listing numbers. There is also no effective separation between an introduction, an overview and supporting details. Linking expressions such as “which is” and “which were” are used awkwardly, and references such as “Those the nutrients” make the connection between ideas unclear. Grouping the main trends first, then comparing the meal figures in a logical sequence, would improve progression and cohesion.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “sodium,” “saturated fats,” “added sugar,” “percentage” and “intake,” so the subject is identifiable. However, the range is limited and several phrases are inaccurate or unnatural, which sometimes makes the meaning difficult to follow. For example, “nutrients gained in the meals” does not clearly describe the proportions shown, while “identifyable difference” is both misspelled and imprecise. “Fluctuating difference” is also not an appropriate description of comparisons between fixed chart values. Aim for precise chart language such as “accounted for,” “proportion,” “highest share” and “compared with.” Check spelling and use natural collocations when describing increases, differences and meal categories.

Grammatical Range and Accuracy: Band 5.0

The response attempts to connect ideas in longer sentences, but the grammatical range is limited and errors occur frequently enough to make some sentences difficult to interpret. For instance, “Those the nutrients sodium was slightly lesser” has an unclear subject and faulty verb structure, while “which is sodium is 29 percent” contains an unnecessary and confusing clause. There are also problems with articles, agreement and sentence boundaries, as in “There fluctuating difference between all the three nutrients intake in the dinner.” Commas and spacing around punctuation are inconsistent. Practise forming clear subject–verb sentences, such as “At lunch, sodium accounts for 29%, compared with 26% for saturated fat and 19% for added sugar,” before attempting more complex structures.

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