Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 14 · 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.

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

Student answer (Band 4.5)

in these three figures there is average percentage of sodium ,saturated fats,and added sugar thatis consumed in USA:

Overall dinner percentage of sodium and in saturated fat consumption whera are the snacks contribute lackof sodium.The dinner and snacks are largest categories that depend on nutrionts.

On the other hand the breakfast has low percentage

It is clear from the Sodium and Saturated fats that the dinner is the primary souce like 43% and 37% are the source of Sodium and Saturated fats.Andthe breakfast has a percerntage of 14% in sodium and 16% in Saturated fats

The lunch is the second source of hieghest source of Sodium . from all figures it is clear that the snacks has the more percentage in added sugar. it mean that in Added Sugar there are more snacks .

And for sodium snacks and break fast are lower percentage,for saturated fat has lack of dinner percentage ,and in Added Suger there is low percentage of dinner.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several important patterns, especially that dinner has the highest shares of sodium and saturated fat (43% and 37%) and that snacks account for the most added sugar (42%). You also compare breakfast’s lower figures with dinner’s. However, the response only partially summarises the chart: it lacks a clear, accurate overview of all three nutrients, and some statements are unclear or incorrect. For example, “snacks contribute lack of sodium” overlooks that snacks and breakfast are tied at 14%, while “lack of dinner percentage” for saturated fat contradicts dinner’s leading 37%. Lunch’s figures and the added-sugar pattern across meals are not adequately reported. Select the main highs and lows for each nutrient and describe them accurately.

Coherence and Cohesion: Band 4.0

There is an attempt to group information by nutrient and to signal contrast with phrases such as “On the other hand” and “And for sodium.” The reader can identify some comparisons, but the ideas do not progress in a clear, controlled order. The response has no distinct introduction and overview, and the repeated references to dinner, snacks and low percentages make the organisation feel circular. Some links are also difficult to follow, as in “The lunch is the second source of hieghest source of Sodium” and the final sentence, which combines several comparisons without a clear structure. Use separate paragraphs for an overview and the detailed comparisons, then organise the details consistently by nutrient or meal.

Lexical Resource: Band 4.5

You use relevant chart vocabulary, including “percentage,” “consumption,” “primary source,” and “largest categories,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning unclear. “Dinner percentage of sodium” and “snacks contribute lack of sodium” do not express the data naturally; “source” is also repeated where “share” or “proportion” would be more suitable. Spelling errors such as “nutrionts,” “percerntage,” “hieghest,” and “Suger” further reduce clarity. Aim for precise terms such as “accounted for,” “proportion,” and “highest share,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentences and comparisons, but sentence structures are limited and errors occur frequently enough to make several statements difficult to interpret. For example, “in these three figures there is average percentage” lacks a clear grammatical structure, while “it mean that in Added Sugar there are more snacks” has problems with agreement and sentence construction. Articles and prepositions are also often missing or awkward, and punctuation and capitalisation are inconsistent. These issues are separate from spelling and vocabulary choices: focus on building accurate subject–verb–object sentences first, then combine related ideas with clauses such as “while” or “whereas.”

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

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