Band 4.5 IELTS Writing Task 1 Model Answer

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

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 charts compared the number of young Frence people whose parents communicated in regional language in their childhood with the number who talk in French local language to their own children.

Overall, five different French regional languages represented the number of adults who communicated habitually and occasionally in these languages during their childhood and then how many of them spoke with their kids with their local French language.

The number of young people used Consican, Creole, and Breton was comparatively low both frequently and sporadically. However the number of Aisatian and Occitan speakers was similar who spoke these languages nmore often, but the number of Occitan speakers was higher than 1m who communicate in this lanhuahe occ

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the two measures—parents’ use of regional languages and adults’ use with their own children—and attempts an overview by noting that some languages had lower figures and that Occitan was especially high in occasional childhood use. However, it does not adequately describe the chart: the figures for speaking to children are not reported, and key comparisons such as Alsatian’s relatively high figure in this group are omitted. The claim that Alsatian and Occitan were similar in habitual use is broadly supported, but the account is incomplete and the final sentence is cut off. The response is also 33 words below the required minimum, limiting the detail available. Include a complete overview and select several accurate figures from both charts.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the report: an opening sentence introduces the charts, followed by an overview beginning “Overall” and a further comparison. This gives the reader some sense of the intended structure. However, the progression is difficult to follow because the overview repeats the introduction rather than summarising the main patterns, and the final comparison ends abruptly (“in this lanhuahe occ”). Connections between the two charts are not clearly developed, and there is no separate, complete account of the figures for adults speaking to their children. Use distinct paragraphs for the introduction, overview and key details, and ensure each comparison is completed and linked clearly to the relevant chart.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “habitually,” “occasionally,” “comparatively low,” and “higher than 1m,” showing an attempt to describe frequency and magnitude. However, word choice and spelling are inconsistent: “communicated in regional language” is awkward for this context, while “talk in French local language” does not accurately express speaking a regional language. Errors such as “Frence,” “Consican,” “Aisatian,” and “lanhuahe” make the report less clear, and “young people” is imprecise because the chart concerns adults. Aim for accurate chart language such as “spoke a regional language,” “habitually,” and “approximately,” and proofread names and key terms carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, including a comparison introduced by “However.” Some basic meaning is recoverable, but grammatical control is uneven. For example, “whose parents communicated in regional language” is missing an article, and “the number of Aisatian and Occitan speakers was similar who spoke these languages” has an unclear and faulty clause structure. The opening also shifts awkwardly between “compared” and “talk,” while the final sentence is incomplete, preventing the reader from understanding its full grammatical relationship. Build clearer sentences with a subject and verb for each comparison, use articles consistently (“a regional language”), and check that every sentence is complete before finishing.

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