Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-08-26

IELTS Writing Task 1 question

The charts below show the number of French adults whose parents spoke a French regional language to them when they were children and the number who speak a French regional language to their own children.

Write a report for a university lecturer describing the information below.

Number of adults (in thousands) whose parents spoke a regional language to them in childhood

Student answer (Band 4.5)

The bar charts illustrate how the number of French youngsters whose parents spoke a French regional language to them when they were children and the number who speak a French regional language to their own children.

Overall, it can be clearly seen that there were considerable differences among the categories shown in the bar chart. While some categories recorded relatively high figures, others had considerably lower values. In addition, the highest and lowest figures were clearly noticeable, and the remaining categories showed moderate differences throughout the comparison.

There were three categories of languages such as Alsatian, Occitan, Breton, Creole, Corsican. and three graphs in first spoken habitually and second occasionally. In first graph there were both Alsatian and Occitan recorded almost the same at 600. While Corsican considerably was lower compared to others at 180. The figure for Breton was almost twice as high as that for Creole.

In second graph Occitan was relatively higher compared to others. and Creole and Corsican were moderate different compared to first graph. Clearly noticeable Alsatian was decrease at 21.In third graph shown in a Alsatian was noticeable recorded higher figure at 400. While clearly noticeable Occitan was decrease number of 250. Last three graphs were decreased gradually. All the information is presented in numerical form.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to accurately describe the data provided. The introduction is incomplete, as it lacks a main verb to describe the charts. The body paragraphs are confusing; the student refers to 'three graphs' and 'first/second/third' categories, which does not align with the provided visual data. Key features are not clearly highlighted, and the data points mentioned (e.g., '600', '180', '400') are difficult to verify against the provided image due to the lack of clear labels and logical structure. The report does not provide a clear overview of the trends or comparisons, making it difficult for the reader to understand the information presented.

Coherence and Cohesion — Band 4.5

The essay lacks logical progression. While there is an attempt at paragraphing, the internal structure of the paragraphs is disjointed. Cohesive devices are used incorrectly or are absent, leading to a choppy flow. For example, sentences like 'In first graph there were both Alsatian and Occitan recorded almost the same at 600' are grammatically and logically disconnected from the preceding text. The referencing is unclear, as the reader cannot easily follow which data point belongs to which category or chart. The overall arrangement of information is confusing and lacks a clear, logical sequence.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. The student relies on basic terms like 'figures', 'graphs', and 'categories' throughout the response. There are several instances of awkward word choice and collocation errors, such as 'moderate different' instead of 'moderately different' and 'noticeable recorded higher figure'. The range of vocabulary is insufficient to convey the data with precision, and the lack of variety makes the report monotonous. The student struggles to use academic language appropriate for a report, often resorting to simplistic descriptions that do not accurately reflect the data.

Grammatical Range and Accuracy — Band 4.5

The response contains frequent grammatical errors that impede communication. There are significant issues with sentence structure, such as the opening sentence which is a fragment. Subject-verb agreement is often incorrect, for example, 'Alsatian was decrease at 21'. Punctuation is also problematic, with misplaced periods and commas, such as 'Corsican. and three graphs'. The use of complex structures is attempted but is consistently inaccurate, leading to confusion. The majority of sentences contain errors, and the lack of control over basic grammar makes the text difficult to read and understand.

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