Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-21

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)

The chart illustrate the number of Franch parents who spoke a French regional language to their childern and number of parents who spoke French regional language to thier own childern.

The chart shows that the childern who spoke French habitually were more able to speak in french.The Alsatian language was more likely to talked by them. they can talk in Aisatian more easly tnen those who speak French occasionally

Rather then those who speak french occasionally can speak Occitan more easly then those who speak habitally

Breton Language has no more difference. Both can speak Breton same same in same accent.

Creole language was also same of both generation.

The childern who were taught by their parants of next generation were not more likely to speak the languages like their parants can.

They can speak Alsatian language more easly rather then other languages.The other they can speak more easly was Occitan language.

It means that the first generation was more likely to speak regional language easly then their childern.

The childern were not able to speak regional language like their parants.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the broad topic of language passing from parents to children and makes a relevant general point that fewer adults speak these languages to their own children. However, it does not accurately describe the chart’s two measures: the first chart concerns adults who were spoken to in childhood, not children’s ability to speak, and the second concerns adults speaking to their own children. Several comparisons are also incorrect or unclear. For example, Alsatian was spoken occasionally more often than habitually, while the response reverses this; Breton and Creole were not equal across the first chart’s two categories. There is no clear, accurate overview of the main patterns. Focus on reporting the adult figures and the largest contrasts before adding details, and avoid unsupported claims about ease or ability.

Coherence and Cohesion: Band 3.5

Some ideas are grouped by language, and the response attempts to compare the two generations, so there is a basic connection to the task. However, the progression is difficult to follow: the opening repeats the chart description, then the report moves through individual languages without a clear overview or consistent comparison. Linking phrases such as “Rather then” and “It means” do not make the relationships between points clear, and the repeated claims that people could speak a language “more easly” create a circular ending. Use a simple structure: introduce the charts, summarise the main pattern, then compare the key language figures in organised groups. Clear paragraphing and accurate references to each chart would make the report easier to follow.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “habitually,” “occasionally,” “generation,” and language names, showing some awareness of the chart’s vocabulary. However, word choice is often inaccurate or repetitive, and several expressions are not suitable for describing statistical data. Phrases such as “more able to speak,” “more easly,” and “same same in same accent” describe ability or accent, which the charts do not measure. Spelling errors, including “Franch,” “childern,” and “parants,” also reduce clarity. Build a more precise range for chart reporting, using terms such as “number,” “proportion,” “higher,” “lower,” and “compared with,” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and comparisons, but sentence structures are mostly basic and control is inconsistent. Errors include subject–verb agreement in “The chart illustrate,” missing or misplaced articles in “number of parents,” and faulty verb patterns in “was more likely to talked.” Capitalisation and punctuation are also inconsistent, with sentence boundaries unclear in places, such as “they can talk in Aisatian…” followed by “Rather then…”. These problems sometimes make the intended comparison difficult to understand. Practise accurate simple comparative sentences first, for example, “Occitan was spoken occasionally by more adults than habitually,” then add a few controlled complex sentences using “whereas” or “while.”

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