Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-23
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 graph chart compare the number of french adults (in thousand )whose parents spoke french regional to them and number of who speak regional language to their children.
Overall occitan they speak occationaly while corsican is the leas common language in use .
people who speak Alsatian habitualy almost 600 and occationaly it decresed on 2000 occitan are propotionaly above 600
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 3.5
The response identifies the charts’ general subject and makes a relevant observation that Corsican is among the least common languages. However, it only reports a small part of the information and does not adequately compare the two charts. The statement that Occitan is spoken occasionally most often is supported by the data, but “it decresed on 2000” is inaccurate: the occasional figure is about 1,065 thousand, not 2,000. The response also omits the figures for adults speaking languages to their own children and gives no clear overview of the main contrast between childhood exposure and transmission to the next generation. It is 89 words below the required minimum, which leaves the task substantially incomplete. Include a fuller overview and several accurate comparisons.
Coherence and Cohesion: Band 4.0
There is a basic attempt to organise the report: the opening identifies the subject, followed by an overview beginning “Overall.” This gives the reader a simple starting structure. However, the response is extremely brief and the ideas do not develop in a clear sequence. The final sentence combines Alsatian and Occitan figures without explaining how they compare, and the relationship between the two charts is not made clear. There is also no paragraphing to distinguish an overview from supporting details. Use separate paragraphs for the overview and key comparisons, and connect each figure to the language and chart it describes. This would create a more coherent progression rather than a series of disconnected observations.
Lexical Resource: Band 5.0
The response uses some task-relevant vocabulary, including “regional language,” “habitually,” “occasionally,” and “common,” so the topic is generally recognisable. However, the range is limited, and several spelling and word-choice errors make parts difficult to interpret, such as “occationaly,” “leas,” “decresed,” and “propotionaly.” The phrase “french regional” is also unclear; more precise wording such as “a French regional language” would help. Repeating “speak” and “language” without varied comparison terms limits the report’s descriptive range. Practise accurate forms of key chart vocabulary and use expressions such as “the highest figure,” “by contrast,” and “passed on to their children” to describe the data more precisely.
Grammatical Range and Accuracy: Band 4.5
The response attempts simple statements and an overview, but grammatical control is inconsistent. The opening has a subject–verb agreement error in “The graph chart compare,” and the phrase “number of who speak” is missing a clear noun and article. In “people who speak Alsatian habitualy almost 600,” the sentence lacks a complete verb structure, while “it decresed on 2000” does not clearly express what changed or by how much. Capitalisation and spacing around punctuation are also inconsistent. Because the response contains only a few short sentences, it shows little range in sentence structures. Build complete sentences with a subject, verb, and clearly stated figure, then practise combining comparisons using clauses such as “whereas” or “while.”
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