Band 7.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 7.0 · Cambridge IELTS 17 · 2026-10-06
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 7.0)
The pie charts illustrates the average proportion of Sodium, Saturated fat and added sugar in typical meals consumed in the USA.
Overall, sodium and saturated fat accounted for largest proportion at dinner, while breakfast recorded the lowest proportion in all three types of nurtients. Snacks represented highest percentage in added sugar.
Looking first in sodium intake, dinner had the largest percentage (43%). Lunch at 29%, whereas both snack and breakfast recorded a similar percentage which is 14%.
In terms of saturated fat consumption, dinner had the largest proportion (37%). Lunch at 26%, whereas snack stood at 21%. Finally, breakfast recorded a smallest percentage which is 16%.
Turning to intake of added sugar, snack had the largest proportion (42%). Dinner accounted around 23%. Following this lunch recorded 19%. Finally, breakfast accounted for lowest percentage which is 16%. In comparison, intake of all three types of nutrients are similar in proportion at the time of breakfast.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.5 |
| Coherence and Cohesion | 7.0 |
| Lexical Resource | 6.5 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 7.0 |
Task Achievement / Task Response: Band 7.5
The response successfully covers all parts of the task by addressing the three types of nutrients across the four meal categories shown in the charts. A clear overview is presented in the second paragraph, capturing the main trends that dinner accounted for the highest proportions of sodium and saturated fats, snacks for added sugars, and breakfast generally recording the lowest figures. Key features are selected and reported accurately, and relevant comparisons are made, such as noting that the intake of all three nutrients was similar at breakfast. The response achieves a strong standard of reporting data accurately, though the organization of specific figures could be slightly more integrated to fully push into higher band territory.
Coherence and Cohesion: Band 7.0
There is a clear logical organization and progression throughout the response. The introduction establishes the topic, followed by an overview paragraph, and then body paragraphs dedicated to each nutrient. Cohesive devices such as 'Looking first in', 'In terms of saturated fat consumption', and 'Turning to intake of added sugar' are used flexibly to guide the reader through the data. Paragraphing is used appropriately and supports the overall structure. Referencing is generally clear, though minor improvements in transitional phrasing could make the flow even more seamless.
Lexical Resource: Band 6.5
The student uses an adequate range of vocabulary for the task, successfully incorporating less common items such as 'proportion', 'consumed', 'accounted for', and 'intake'. There are some minor lexical and spelling errors, such as 'nurtients' instead of nutrients, and awkward prepositional choices like 'Looking first in' instead of 'Looking first at'. Word choice is generally appropriate and allows the message to be communicated clearly, though occasional inaccuracies prevent the vocabulary from achieving greater precision and flexibility.
Grammatical Range and Accuracy: Band 6.0
The response features a mix of simple and complex sentence forms, demonstrating some control over sentence structures. However, there are a number of grammatical errors and missing elements, such as missing verbs in comparative clauses ('Lunch at 29%') and minor punctuation issues. While these errors do not impede communication, they persist throughout the text, preventing the response from achieving a higher level of grammatical accuracy where error-free sentences would be more frequent.
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