Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 14 · 2026-10-07

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 4.5)

The chats present the average percentages in typical meals of three verity of nutrients all of which may be unhealthy if eaten too much.

Overall,for the sodium large number of dinner 43% and second highest number of lunch 29%.Similarly the saturated fat user are 37% of dinner and 26% of people are used lunch.

Secondly,the people who used added sugar vast user of 42% are like snacks and 23% are survive of lunch.In content of sodium smalllest percent of snaks where people love among than breakfast and snaks.Likewise saturated fat and added sugar have similar percent about 16% both categories.On the other hand sodium have also remain same 14%.

In comparision by three of pie chart their are vast different of three of them.they have different types of categories however they have various types of categories their user are alternative.In constrate most of the peolpe are like dinner and socondly from sodium and saturated fat lunch.By the added suger most of people are use snaks.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several important patterns, including dinner’s high shares of sodium (43%) and saturated fat (37%), and snacks’ high added-sugar share (42%). However, the overview is unclear and some comparisons are inaccurate or difficult to interpret: you call lunch the second-highest sodium category but do not clearly compare all meal types, and later describe sodium as having the same 14% in breakfast and snacks without explaining this clearly. The statement that saturated fat and added sugar are both about 16% “both categories” is also ambiguous. The response is five words below the 150-word minimum, which further limits the coverage. Select the main highs and lows, report them accurately, and make the overview explicit.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response, beginning with an introduction and using “Overall,” “Secondly,” and “On the other hand.” These signals show an effort to group comparisons. However, the progression is difficult to follow: the second paragraph moves between nutrients and meals, then the final paragraph repeats that categories differ without adding clear information. Several links are unclear, such as “In content of sodium” and “In comparision by three of pie chart.” Use a simple structure: introduction, overview of the main contrasts, then a paragraph comparing the figures for each nutrient or meal. Ensure each sentence develops one comparison and that linking phrases accurately show the relationship.

Lexical Resource: Band 4.5

You use some task-relevant terms, including “average percentages,” “sodium,” “saturated fat,” “added sugar,” and “categories,” so the topic is generally recognisable. However, vocabulary is basic and repetitive, and frequent spelling and word-choice problems strain understanding. Examples include “chats” for charts, “verity” for varieties, “snaks” for snacks, and “vast user” where you appear to mean a large proportion. Phrases such as “people are like dinner” and “are survive of lunch” do not express the intended data comparison naturally. Build a small set of accurate chart-reporting expressions—such as “accounted for,” “the highest proportion,” and “was followed by”—and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt some longer sentences and comparisons, but sentence structures are often incomplete or inaccurately formed, making relationships between ideas hard to understand. For example, “Overall,for the sodium large number of dinner 43%” lacks a clear grammatical subject and verb, while “the saturated fat user are 37% of dinner” has problems with sentence structure and agreement. The final paragraph also contains run-on or poorly connected clauses, such as “they have different types of categories however they have various types of categories.” Punctuation and spacing are inconsistent, including missing spaces after commas. Practise clear subject–verb patterns, for example, “Dinner accounted for 43% of sodium,” and use shorter, complete sentences before attempting more complex comparisons.

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