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)

There are three meals of nutrients, some of them are healthy and some are unhealthy if eaten too much. There are also different types nutrients in the meal and also they carry different percentage of different foods. As starting from the sodium one, the percentage level of sodium nutrient in the meal at differnt time is 14% in the snack, also 14% in the breakfast, 43% in the dinner and 29% in lunch. We also have some other nutrients too as saturated fat, the levels are 21% in snack, 16% in lunch, 16% in the breakfast and 37% saturated fat nutrients in the dinner. The other nutrient is added sugar, the percentage of added sugar nutrient in the breakfast is 16%, 19% in lunch, 42% in snack and there are 23% nutrients in dinner. Nutrients are the main part of meal but if they exceed it will effect the health.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You report several figures accurately, including sodium at 43% for dinner and 14% for both breakfast and snacks, and added sugar at 42% for snacks. However, one key figure is incorrect: saturated fat at lunch is 26%, not 16%. More importantly, the response gives a list of values rather than selecting and highlighting the main features. It does not clearly identify the overall contrasts: dinner has the highest shares of sodium and saturated fat, while snacks account for the most added sugar. The opening comments about nutrients being healthy or unhealthy do not summarise the chart, and the final health statement is general rather than data-based. A concise overview and accurate comparisons are needed.

Coherence and Cohesion: Band 4.0

The response follows a basic sequence, discussing sodium, saturated fat and then added sugar, so readers can see which nutrient is being described. However, the information is presented as one continuous paragraph, with no distinct overview to guide the reader. Linking is also repetitive: phrases such as “As starting from” and “We also have some other nutrients too” do not create clear relationships between the data. The order of meal categories changes within each section, which makes comparisons harder to follow. Organise the report into an introduction, an overview of the main patterns, and grouped details; use consistent category order or compare the highest and lowest meal shares directly.

Lexical Resource: Band 4.5

Vocabulary is sufficient to name the chart’s main categories and report percentages, using terms such as “sodium,” “saturated fat,” “added sugar,” “percentage” and “levels.” However, the range is basic and repetitive, and several expressions are inaccurate or awkward, including “three meals of nutrients,” “different types nutrients” and “sodium nutrient in the meal at differnt time.” The repeated use of “nutrient” also makes the description less precise, since the figures represent the proportion of each nutrient consumed in meals. Spelling errors such as “differnt” and “effect” (where “affect” is intended) further weaken control. Practise concise chart language such as “accounted for,” “share” and “proportion.”

Grammatical Range and Accuracy: Band 4.5

You attempt some longer sentences, but control is uneven and the response relies heavily on simple statements joined with “and.” The opening, “There are three meals of nutrients, some of them are healthy,” joins two clauses with a comma rather than a suitable conjunction or full stop. There are also missing articles and prepositions in “different types nutrients in the meal,” and the phrase “if they exceed it will effect the health” has an unclear pronoun reference and faulty clause structure. These errors sometimes make the intended meaning difficult to follow. Build accuracy first with clear subject–verb sentences, then practise combining comparisons using clauses such as “while” and “whereas,” with careful punctuation.

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