Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · Cambridge IELTS 14 · 2026-07-27

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.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 7.5)

The pie charts illustrate the mean proportion of nutrients ( sodium, saturated fats, and added sugars) in typical meals eaten in the English-speaking nation of the United States of America.

Overall, dinner and snacks consist of the highest nutrient intake among all meals. Whereas breakfast has the least nutrient intake of any typical meal. Lunch has the most balanced proportion of all three nutrients, making it the safest of all.

The proportion of sodium in dinner is 43%, making it the highest in the category. 29% of the sodium in typical meals is taken by lunch. Whereas breakfast and snacks have the lowest sodium content, with 14% each.

The highest content of saturated fat was also observed in dinner(37%), making it even more unhealthy. Lunch(26%) ranked second in saturated fat content, similar to sodium. Breakfast(16%) had the lowest proportion of saturated fat.

Furthermore, snacks have the highest percentage of added sugar, 42% of added sugars of any typical meal. Dinner had a pretty balanced percentage of added sugar, with approximately 23%. Also, breakfast had the least added sugar, with only 16% of the added sugar of any meals consumed daily.

AI examiner evaluation

CriterionBand
Task Achievement / Task Response7.5
Coherence and Cohesion7.5
Lexical Resource7.0
Grammatical Range and Accuracy7.5
Overall7.5

Task Achievement / Task Response — Band 7.5

You have successfully identified the main features of the charts and provided relevant comparisons. You covered all three nutrients across the four meal categories. The overview is clear and sets the tone for the report. To reach a higher band, ensure that your comparisons are more analytical rather than just listing data. For example, instead of just stating the percentages, you could highlight the contrast between the high sodium/saturated fat content in dinner versus the high added sugar content in snacks. Your summary is accurate and addresses all parts of the prompt effectively.

Coherence and Cohesion — Band 7.5

The response is logically organized, with a clear introduction, overview, and body paragraphs focusing on specific nutrients. You use cohesive devices such as 'Whereas', 'Furthermore', and 'Also' to link ideas. However, the transition between paragraphs could be smoother to improve the flow. Some sentences feel slightly repetitive in structure, such as the repeated use of 'The highest content of...' and 'The proportion of...'. Varying your sentence starters and using more sophisticated linking phrases would enhance the overall coherence of the report.

Lexical Resource — Band 7.0

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportion', 'nutrients', and 'consumed'. However, there are some minor inaccuracies and repetitive phrasing. For instance, 'making it even more unhealthy' is a bit informal for an academic report. Additionally, you use the phrase 'taken by lunch' which is not the most natural collocation in this context. To improve, try to incorporate more precise academic vocabulary to describe trends and data points, such as 'account for', 'constitute', or 'predominate'.

Grammatical Range and Accuracy — Band 7.5

You use a mix of simple and complex sentence structures, which is appropriate for this task. Most of your sentences are clear and easy to follow. There are a few minor grammatical slips, such as '14% each' (which is fine, but could be integrated better) and the slightly awkward phrasing '42% of added sugars of any typical meal'. Punctuation is generally accurate, though ensure consistent spacing after parentheses. Overall, your control of grammar is good, and the errors present do not impede communication.

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