Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 17 · 2026-10-21

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)

As the sodium,saturated fats and added sugars are taken by the people in daily meals.So if they are consumed in little amount they are not harmful but if they are consumed in very high amount they are harmful.So now here is the consumtion of these nutrients by the USA people in daily routine.in breakfast (the eat 14% of sodium, 16% of saturated fats and 16% of added sugar) this is the consumtion amount in breakfast. the amount of their consumtion in lunch is ( 29% of sodium, 26% of saturated fats and 19% of added sugar). Now the consumtion amount of these minerals in dinner is ( 43% of sodium,37% of saturated fats and 23% of added sugar). Except the fixed meals they also consume these nutrients in other eatable things forexample snacks.They take snacks with very much intrest and these includes 14% of sodium ,21% of saturated fats and 42% of added sugars.This calculation is for the single time meal but when they will be calculated collectively so what will we see? we will see that they are takin how much these nutrients per day

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You include the figures for all four meal types and all three nutrients, and these match the chart—for example, dinner has 43% sodium and snacks have 42% added sugar. However, the response mainly lists data rather than selecting and highlighting the main features. It does not clearly state the key comparisons: dinner is the largest source of sodium and saturated fat, while snacks contribute the most added sugar. The opening comments about nutrients being harmful in large amounts are not needed to summarise the charts, and the final question about daily totals is unfinished and not supported by the visual. A concise overview followed by selected comparisons would make the report more fully focused and informative.

Coherence and Cohesion: Band 4.5

The response follows a basic meal-by-meal order—breakfast, lunch, dinner and snacks—so readers can locate the figures, and phrases such as “Now” and “Except the fixed meals” attempt to connect ideas. However, the writing has no clear paragraph structure or overview, and the repeated pattern of announcing each meal and listing three percentages makes the progression mechanical. The opening and closing comments interrupt the chart description rather than helping organise it; the final question also leaves the report without a clear conclusion. Grouping the information into an introduction, an overview and one or two comparison paragraphs would create a more coherent progression. Use linking expressions to show contrasts, not simply to move to the next meal.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “sodium,” “saturated fats,” “added sugars,” and the meal names, so the basic subject is understandable. However, vocabulary is repetitive and often imprecise: “consumtion” is repeated, “minerals” is not an accurate label for these nutrients, and “other eatable things” is an awkward way to refer to snacks. Informal wording such as “with very much intrest” and “what will we see?” is also unsuitable for an academic chart report. Choose precise reporting language and vary it with terms such as “account for,” “proportion,” and “contribution.” Check spelling and use standard forms such as “consumption” and “interest.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to communicate the figures in longer sentences, but grammatical control is weak and errors frequently make the text difficult to follow. The opening begins with a dependent clause—“As the sodium… are taken”—without a complete main clause, and “So now here is” creates another fragment-like construction. Subject–verb agreement is also faulty in “these includes,” while “they will be calculated collectively” uses an unclear passive construction. Punctuation is inconsistent, with missing spaces after commas and full stops and several long run-on sentences. Practise writing complete sentences with a clear subject and verb, and use simple comparison structures such as “Dinner accounts for 43% of sodium, compared with 29% at lunch.”

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