Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 17 · 2026-10-09

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 6.0)

The three pie charts illustrate the proportion of three different kinds of nutrients consumed in four different meals in the USA. These nutrients are the typical ones that are sodium, saturated fats, and added sugars.

Overall, it is clear that all three types of nutrients are almost in the same percent consumption for the breakfast meal, sodium being on the lower side. For snacks meal added sugar is the one in abundance while the other two are quite same.

For lunch sodium and saturated fats are competing quite closely and for added sugars it is relatively low. Same goes for dinner meal both sodium and saturated fats are ranging close and for added suagr it is les about only 23%.

In comparison, dinner meal has the higher percent of sodium that is 43%, same goes to saturated fats that are also highest in dinner being 37%, snack meal on the other hand has the highest percentage of added sugar that is 42%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main patterns accurately: dinner has the highest shares of sodium and saturated fat, while snacks lead for added sugar. The figures of 43%, 37% and 42% are correctly reported, and you also note that added sugar is comparatively low at dinner. This gives the response a relevant overview and covers the three nutrients and meal types. However, some comparisons are vague or incomplete: saying breakfast percentages are “almost in the same percent” does not clarify that sodium is 14% while the other two are 16%. The lunch and dinner descriptions also omit several useful figures, and “competing quite closely” is not a precise account of the differences. Develop these comparisons with exact values and clearer statements of the main contrasts.

Coherence and Cohesion: Band 6.0

The response has a clear overall shape: an introduction, an overview, and two paragraphs describing meal comparisons. This makes the information reasonably easy to follow, and phrases such as “Overall” and “In comparison” help signal the purpose of each section. However, progression is not always smooth. The third paragraph moves from lunch to dinner without clearly separating the comparisons, while the final paragraph repeats the dinner maxima already mentioned in the overview and earlier paragraph. Some links, including “Same goes for dinner meal,” feel mechanical, and references such as “the other two” require the reader to infer which nutrients are meant. Grouping the key figures by nutrient or meal and avoiding repeated points would make the organisation more controlled.

Lexical Resource: Band 5.5

You use relevant task vocabulary, including “proportion,” “nutrients,” “saturated fats,” and “highest percentage,” so the topic is generally clear. There is also some attempt to vary expression with phrases such as “in abundance” and “on the lower side.” However, several choices are imprecise or unnatural for describing chart data: “same percent consumption,” “competing quite closely,” and “ranging close” do not express the comparisons clearly. “For snacks meal” and “added suagr” also show problems with phrasing and spelling. Aim for standard collocations such as “accounted for,” “was higher than,” and “the lowest proportion,” and check spelling carefully. More precise vocabulary would help you report comparisons without relying on vague wording.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of sentence forms, including a complex opening sentence and comparisons joined with “while” and “that.” The main message is usually understandable, but some grammatical errors make the descriptions less fluent. For example, “For snacks meal added sugar is the one in abundance” has an awkward noun phrase and missing article, while “Same goes for dinner meal both sodium and saturated fats are ranging close” joins ideas without appropriate punctuation or a clear grammatical structure. In “dinner meal has the higher percent of sodium,” the article and comparative form are not well controlled. Practise building complete comparison sentences, using articles consistently, and punctuating clauses clearly. Greater accuracy in these patterns would make your range more effective.

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