Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 17 · 2026-11-13

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.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Average percentages of sodium, saturated fats and added sugars in typical meals consumed in the USA

Student answer (Band 4.5)

The provided piechart gives the information about the average proportion in typical meals of three types of nutrients all of which may be unhealthy if eaten too much.

Oveall it is lucid that the largest intake in the sodium dinner whereas other types of nutrients were minimum.

Fetiching into details the dinner was the biggest source in the sodium accounted at 43% followed by lunch was the second highest in all the sodium accounted at 29% moreover move to the snacks it was the least nutrients in the sodium accounted at 14%.

Considring the remaining detail the dinner was the greater in all the charts followed by satured fat lunch was the second highest and moving to the added sugggar we take in the snaks and dinner and in the lunch take the

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify dinner as a major source of sodium and mention that lunch is also high, so the response includes some relevant chart information. However, the overview is unclear and inaccurate: “other types of nutrients were minimum” does not reflect the chart, since added sugar is highest in snacks at 42%. Several key comparisons are missing, and the final sentence is unfinished, leaving the added-sugar figures and other meal categories inadequately reported. The response also contains only 115 words, below the required 150; this limits how fully you can summarise the data. To improve, give a clear overview of the contrasting patterns, then report accurate comparisons across all three nutrients and four meals.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response into an introduction, an overview and detail paragraphs, and linking expressions such as “followed by,” “moreover” and “moving to” show an effort to connect information. However, progression is difficult to follow because the comparisons shift between nutrients and meals without a clear organising principle. For example, “the dinner was the greater in all the charts” is followed by a fragment about saturated fat and then an unfinished clause about lunch. Some linking phrases are used mechanically rather than clarifying relationships. Use one paragraph for the main overview and organise the details consistently—for example, compare meal percentages for each nutrient in turn—and ensure every sentence is complete.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “average proportion,” “intake,” “source” and “accounted at,” and attempts to describe rankings with “biggest” and “second highest.” This gives a basic vocabulary base for reporting chart data. However, spelling errors and inaccurate or repetitive word choices are noticeable, including “Oveall,” “Fetiching,” “Considring,” “satured” and “sugggar.” Phrases such as “the biggest source in the sodium” and “the least nutrients in the sodium” are also unnatural and make the meaning less clear. Aim for precise chart language, such as “accounted for,” “the highest proportion” and “the lowest share,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt to form longer sentences using comparison and sequencing, as in “the dinner was the biggest source in the sodium accounted at 43% followed by lunch…”. However, these structures are often incomplete or incorrectly joined, and the limited range makes the relationships between figures hard to understand. The opening also lacks a clear grammatical construction after “information about,” while “the dinner was the greater in all the charts” has an unclear comparison structure. The final words, “and in the lunch take the,” form an unfinished clause. Practise writing complete sentences with a clear subject and verb, and use accurate patterns such as “Dinner accounted for 43% of sodium, followed by lunch at 29%.”

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