Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-09-01

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 4.0)

In the given graph we would have to discussed about those parents who spoke regional language to their children's

In which first of all we have we have to discussed spoken habitually about the language is Alsatian which were spoken in french and about 600 adults parents speak this language to their children's and next is Occitan which adults parents about 600 who speak this language to their children's

Now next would be Breton which are less spoken to the children's their would be approx 90 parents who speak this language habitually

Corsican is not famous or less spoken language habitually

No we have to check the graph of this language which are spoken occasionally in the beginning aisatian language is about 210 people who spoke this language occasionally.

Occitan language is most spoken language on occasion and it's upto 1M it's shows that most of the people use this language occasionally and other languages ratio are same as habitually

Now we are discussing the graph in which it's shows the number of adults who speak regional language to their own children in first aisatian language have 400 adults how spoke this language to their children's and other languages Occitan Breton creole Corsican this language are less spoken to the children's as compare to aisatian.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to provide a clear overview or a structured comparison of the data. It reads more like a list of observations rather than an analytical report. Key features, such as the distinction between habitual and occasional speakers, are mentioned but not effectively synthesised or compared. The data interpretation is also inconsistent, with some figures misread or poorly explained (e.g., the reference to '1M' for Occitan). The response lacks a formal tone suitable for a university lecturer, and the lack of a clear summary or grouping of data points makes it difficult to follow the trends presented in the charts.

Coherence and Cohesion — Band 4.0

The text lacks logical organisation. There is no paragraph structure, and the sentences are strung together with repetitive and informal transitions like 'Now next would be' and 'No we have to check'. Cohesive devices are largely absent or misused, making the progression of ideas disjointed. The referencing is unclear, and the lack of paragraphing makes the text appear as a single, dense block of information. The overall arrangement is not coherent, and the reader struggles to identify the relationship between the different data sets provided in the charts.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive. The student relies heavily on basic phrasing such as 'spoke', 'language', and 'children's'. There is a lack of precision in describing data; for example, 'not famous' is an inappropriate way to describe statistical data. The word choice is often inaccurate, such as using '1M' without clear context or justification. The range of vocabulary is insufficient to demonstrate the ability to describe trends, comparisons, or statistical changes effectively. Spelling errors, such as 'aisatian' instead of 'Alsatian', further detract from the quality of the writing.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that often impede communication. There are significant issues with subject-verb agreement (e.g., 'parents who spoke... to their children's'), tense consistency, and sentence structure. Many sentences are run-on or fragmented, lacking proper punctuation. The use of complex structures is attempted but consistently results in errors (e.g., 'In the given graph we would have to discussed about...'). The control of grammar is weak, and the persistent errors in basic sentence construction make the text difficult to read and understand.

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