Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-03

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)

number of adults whose parents spoke a regional language to them when they were children so

the graph illustrates the propotion of adults who speak habitually and occasionally and the gragh start from 0 and gradully ends at 1.2cm for instace corsican language has minor level in both habitually and occasionally moreover occitan language has generally highest level as compare to other like breton and creole, the breton language is generally has higher propotion than creole

in case of number of adults who speak a regional langauge to their own childerns are

this graph also start from 0 and end at 600 moreover it demonstrate that aisatain language has highest level and corsican has the lowest while occitan language is smaller that aisatain language but larger than breton language subsequently creole language has higher propotion than corsican but lower than breton language

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response fails to meet the minimum length requirement of 150 words, containing only 130 words with 12 words copied directly from the prompt. The content addresses the task only minimally and tangentially. While the student attempts to describe aspects of both charts—mentioning languages such as Corsican, Occitan, Breton, and Creole—the overview and data presentation are extremely vague, inaccurate, and incomplete. For instance, the reference to the scale ending at '1.2cm' instead of '1.2m' demonstrates a misreading of the chart, and key comparative figures are omitted or poorly supported. To improve, the writer must ensure the report meets the word count, presents a clear overview, and accurately selects and compares key data points from the visual material.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged coherently in this response. The text lacks proper paragraphing, running together into a single, poorly structured block of text without capitalization or appropriate punctuation at sentence boundaries. Although a few basic cohesive devices like 'moreover' and 'in case of' are attempted, they are used mechanically and inaccurately, failing to establish clear logical progression or relationships between ideas. To move to a higher band, the writer must structure the report into logical paragraphs (such as an introduction, overview, and body paragraphs) and use a wider range of cohesive devices smoothly and accurately to guide the reader through the data.

Lexical Resource: Band 5.0

The vocabulary used is basic and repetitive, employing words like 'number', 'level', 'language', and 'propotion' repeatedly. There are noticeable spelling and word formation errors, such as 'propotion' for proportion, 'gragh' for graph, 'gradully' for gradually, 'aisatain' for Alsatian, and 'childerns' for children. These errors, alongside imprecise vocabulary choices like 'minor level' instead of 'lowest figure' or 'lowest number', reflect a limited and minimally adequate lexical range that occasionally strains the reader. To improve, the student should expand their range of vocabulary for describing data trends and pay close attention to spelling and accurate word forms.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, relying heavily on run-on sentences joined by conjunctions without proper punctuation or capitalization. There are frequent errors in basic sentence structure, verb forms, and plurals, such as 'the gragh start', 'language is generally has higher propotion', and 'to their own childerns'. Punctuation is largely absent throughout the text, making it difficult to identify sentence boundaries. To achieve a higher band, the writer needs to demonstrate control over simple and complex sentence structures, use accurate subject-verb agreement and plurals, and apply standard punctuation including full stops and capital letters.

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

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