Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 17 · 2026-10-17

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 4.0)

The given charts show the average percentages in typical meals of three types of nutrients, all of which may be unhealthy if eaten too munch by the people.

Overall, the average percentages of sodium contain different percentages in breakfast 16% and also in saturated fats and added sugars in meals consumed in the USA.

Now we can discuss the about the percentage of snack 14% and 43% in dinner and lunch also contain 29% sodium according to their need. The same thing was repeated in the saturated fats which also include same type of percentage which is one or two % differences in others. After that, at the end added sugar are the last meals which include breakfast 16%, lunch 19% and snack 42% are also present in the added sugar.

In conslusions, we know everything which can be used as a meals also contain average amount of nutrients with sodium and other saturated fats with added sugar in it, in the breakfast,lunch,snack and also in dinner.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the subject as three nutrients in meals and include several figures, such as sodium at 29% for lunch and added sugar at 42% for snacks. However, the overview is unclear and does not accurately summarise the main patterns: sodium and saturated fat peak at dinner (43% and 37%), while added sugar peaks in snacks. Some figures are omitted or confused, including sodium at breakfast, which is 14%, not 16%; the response also does not clearly compare the three nutrients. The conclusion repeats general statements rather than reporting a key feature. The response is 146 words, four words below the required minimum, and this limits the opportunity to develop the summary. Focus on a precise overview and select the most important comparisons.

Coherence and Cohesion: Band 4.0

The response has an attempt at paragraphing, with an opening, a main section and a conclusion, and signposts such as “Overall,” “Now we can discuss,” and “In conclusions.” These give the reader some indication of movement through the response. However, the progression is difficult to follow because the overview does not establish a clear comparison, and the main paragraph shifts between nutrients and meals without a consistent order. Phrases such as “the same thing was repeated” and “the last meals” do not make the relationships between figures clear. The conclusion largely repeats earlier generalities. Organise the body by nutrient or by meal, and use direct comparisons and clear references to connect each point.

Lexical Resource: Band 4.5

You use relevant task vocabulary, including “average percentages,” “sodium,” “saturated fats,” “added sugar,” and meal names, so the topic is generally recognisable. However, the range is limited and several phrases are imprecise or repetitive, such as “the same type of percentage” and “according to their need,” which do not clearly describe chart data. There are also word-form and spelling problems, including “too munch” and “conslusions,” and “added sugar are” is an inaccurate form. Choose precise reporting language such as “accounted for,” “was highest in,” and “compared with,” and check spelling and singular/plural forms. This would make the comparisons clearer and more appropriate for an academic summary.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, and the response is divided into sentences and paragraphs. However, control is inconsistent, particularly when combining several ideas. For example, “the average percentages of sodium contain different percentages” has an unclear subject–verb relationship, while “added sugar are the last meals” has faulty agreement and sentence meaning. The sentence beginning “Now we can discuss the about the percentage” also has an unnecessary article and an awkward grammatical pattern. Commas are missing in lists, as in “breakfast,lunch,snack,” and some sentences run together multiple comparisons without clear structure. Practise writing one accurate comparison per sentence, checking subject–verb agreement, articles, and punctuation before adding more complex clauses.

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