Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 14 · 2026-10-31

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 represents the percentage in typical meals of three different type of nutrients, which can be unhealthy if consumed too much.

overall, the charts shows the percentage of nutrients such as sodium, saturated fats, and added sugar. In different meals a day consumed in the United States of America.

Sodium takes the lead in dinner meals as it has an average of 43%,the second hishest time is lunch which is around 30%, and in breakfast and snacks it has 14% of contribution.

As for saturated fats they are highest in dinner meals around 37%,breakfast has the lowest amount of fats which is 16%,the second highest is luch having 26% and snacks having 21% of saturated fats.

Added sugar is present in snacks in the highest ratio which is 42%,the amount of added sugar in breakfast meals is the lowest which is just 16%, dinner contains 23% of added sugar, and 19% of contribution in lunch meals.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You report the main figures accurately and make relevant comparisons across the three nutrients. For example, you identify dinner as the highest source of sodium and saturated fat, and snacks as the highest source of added sugar; the percentages you give match the chart. This covers the key patterns, but the response is more a sequence of individual details than a fully developed summary. The opening repeats the task description, while the overview does not clearly bring together the main contrast: dinner leads for sodium and saturated fat, whereas snacks lead for sugar. A concise overview highlighting that contrast, followed by selected supporting figures, would make the main features clearer and more fully developed.

Coherence and Cohesion: Band 6.5

The information is arranged in a generally logical order: an introduction, a broad overview, and then separate comments on sodium, saturated fats, and added sugar. This makes the comparisons easy to follow, and phrases such as “As for” and “the second highest” help connect details. The organisation is not yet fully smooth, however. The overview is separated into an awkward fragment, and the body reads as three similar lists rather than a progression that emphasises the most important comparisons. Some linking is also mechanical. Grouping the dinner figures together and contrasting them with the snack figures would create clearer progression and make the paragraphing more purposeful.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing chart data, including “highest,” “lowest,” “contribution,” and “ratio,” and the reader can understand the comparisons. However, some choices are imprecise or unnatural for this task. “Sodium takes the lead” is conversational, while “highest share” would be more suitable; “in dinner meals” and “in breakfast meals” are also less natural than “at dinner” and “at breakfast.” There are spelling errors such as “hishest” and “luch,” and “different type” should be plural. Aim for precise chart language and check spelling carefully. Replacing repeated wording with accurate terms such as “accounted for” or “represented” would also improve flexibility.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more developed sentence forms, including clauses with “as” and “which,” and the meaning is generally clear. Some errors in agreement, articles, sentence boundaries, and punctuation remain. For example, “The pie charts represents” should be “The pie charts represent,” and “the charts shows” should be “the charts show.” The opening overview sentence beginning “In different meals a day” is a fragment rather than a complete sentence. Commas are also missing after introductory phrases and before some figures, while the full stop after “America” interrupts the sentence. Review subject–verb agreement and make sure each sentence has a complete main clause; these corrections would improve accuracy without requiring more complicated structures.

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