Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 14 · 2026-10-16

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 6.0)

The pie charts illustrate the average percentages of three unhealthy types of nutrients consumed in routine meals throughout different times spans in a day, there are instructions and comparison given about saturated fat, sodium, and added sugars in three charts.

In the first chart, sodium ratio is highest with 43% in dinner meals, while 29% available in lunch, the availability in breakfast and snacks are 14% and less consumed in both meals.

In contrast, the second chart is showing 37% presence of saturated fat in dinner and 20% in lunch meals, on the other hand there is slight lower ratio of 26% snaks and 16% in breakfast.

In the 3rd chart, the added sugars are 23% in dinner meals and 16 to 19% breakfast and lunch, the highest amounts are reflecing in snacks.

In conclusion,in the three charts the highest amounts of saturated fats and sodium are present in dinner meals and the lowest quantities are in the breakfast meals,so the dinner meals are injurious to health. whereas, the snacks are most harmful meals due to the added sugars with 42%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover all three nutrients and identify the main contrasts: sodium and saturated fat peak at dinner, while added sugar is highest in snacks. The figures for sodium and added sugar are generally accurate, and the overview draws a relevant comparison. However, some details are misreported: saturated fat at lunch is 26%, not 20%, and the 26% figure belongs to lunch rather than snacks; breakfast and snacks are both 16% and 21%, respectively. The claim that dinner is broadly “injurious to health” goes beyond what the charts establish. To strengthen the response, report the meal categories and values more precisely, and make the overview a neutral summary of the data rather than a health judgement. The main features are present, but some are less fully and accurately developed than others.

Coherence and Cohesion: Band 6.5

The response has a clear overall sequence: it introduces the charts, describes each nutrient in turn, and ends with a summary of the main patterns. This makes the information reasonably easy to follow, and phrases such as “In contrast” help signal comparison. However, the opening sentence is overloaded and difficult to parse, while the final paragraph repeats earlier points and combines several claims in a long sentence. Some links, including “on the other hand,” do not clearly express the relationship between the figures that follow. Use a concise overview after the introduction, then group comparisons by meal or by nutrient, and separate the concluding ideas into clear sentences. This would make progression more deliberate and cohesion less mechanical.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “sodium,” “saturated fat,” “added sugars,” “highest,” and “quantities,” so the reader can understand the subject and the broad comparisons. There is also some attempt to vary wording. However, several choices are inaccurate or unnatural for describing chart data: “availability” and “presence” are used where “proportion” or “percentage” would be clearer, and “times spans” is not an appropriate phrase here. Spelling errors such as “snaks” and “reflecing” also reduce precision. The range is sufficient to communicate the main information, but control of collocation and spelling is uneven. Prefer standard data-reporting terms and check spelling carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple statements and longer sentences with contrast, for example, “In contrast, the second chart is showing…” This shows some range, and the main meaning is usually recoverable. However, several sentences have faulty structure or punctuation. The opening joins two independent ideas with a comma, and “there are instructions and comparison given” is not formed clearly. In “while 29% available in lunch,” a verb is missing; the final sentence also runs several clauses together and begins “whereas” after a full stop. Use complete subject–verb clauses, keep comparisons in parallel forms, and divide long sentences into shorter units. These recurring errors limit accuracy, although they do not generally prevent the reader from understanding the reported trends.

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