Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 14 · 2026-08-08

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 7.0)

The three pie charts illustrate the average proportions of sodium, saturated fat and added sugar contained in typical meals consumed in the USA.

Overall, dinner covers the largest proportion of sodium and saturated fat, whereas snacks contain by far the highest percentage of added sugar. Breakfast consistently represents one of the smallest proportions for all three nutrients.

Dinner contributes 43% of sodium, which more than lunch, at 29%, while both breakfast and snacks account for just 14% each. Similarly, for saturated fat, with dinner making up 37%, followed by lunch at 26%. Snacks contribute 21%, while breakfast has the lowest proportion at 16%.

The distribution of added sugar is very different. Snacks are responsible for 42%, almost twice the figure for dinner, which is at 23%. Lunch accounts for 19%, while breakfast again has the lowest proportion, at 16%.

In summary, dinner is the main source of sodium and saturated fat in typical American meals, while snacks are the dominant source of added sugar.

AI examiner evaluation

Task Achievement / Task Response — Band 7.0

The response effectively addresses all parts of the task. You have successfully identified the main features of the three pie charts and provided relevant comparisons between the nutrient categories. The overview is clear and highlights the most significant trends, such as dinner being the primary source of sodium and saturated fat, while snacks dominate added sugar intake. The data is accurately reported, and the comparisons are logical. To reach a higher band, you could aim to integrate the data more fluidly rather than listing percentages, perhaps by grouping similar trends more cohesively or highlighting the contrast between the nutrients more explicitly.

Coherence and Cohesion — Band 7.5

The essay is well-organized with a clear logical progression. Each paragraph has a distinct focus, and the use of cohesive devices such as 'whereas', 'similarly', and 'in summary' helps guide the reader through the information. The paragraphing is appropriate, separating the introduction, overview, and body paragraphs effectively. The referencing is clear, and the flow of ideas is smooth. To improve further, ensure that transitions between sentences are varied to avoid a slightly mechanical feel in the body paragraphs, though the current structure is already quite effective for this task type.

Lexical Resource — Band 6.5

You have used a sufficient range of vocabulary to convey the information accurately. Terms such as 'proportions', 'contributes', 'dominant source', and 'distribution' are used correctly and appropriately for an academic report. The vocabulary is precise enough to describe the data without ambiguity. While the range is adequate, incorporating a few more sophisticated collocations or synonyms for 'highest' and 'lowest' would enhance the lexical variety. Overall, the language is natural and fits the context of the task well, with no errors that impede communication.

Grammatical Range and Accuracy — Band 6.5

The response demonstrates a good control of grammatical structures. You have successfully used a mix of simple and complex sentences, such as 'Dinner contributes 43% of sodium, which more than lunch, at 29%'. However, there is a minor grammatical slip in the third paragraph: 'which more than lunch' should be 'which is more than lunch'. Despite this, the majority of your sentences are error-free, and the punctuation is used correctly. The range of structures is sufficient to support the clear communication of the data provided in the charts.

See this exact question answered at other band scores — the same prompt compared across bands.

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