Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-11-06

IELTS Writing Task 1 question

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 4.5)

The charts below illustrate the percentages of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010. this chart explains the percentage of British student over the different period.

Overall, the percentage of British students able to speak languages other than English, 2000. The no other languages had the highest figure, whereas the two other languages had the lowest figure, in this chart. The ratio of British students able to speak languages other than English, 2010. The no other languages had the highest figure, whereas the German only had the lowest figure in this chart.

Looking at the details, the two other languages are start 10% in this chart. The another language are few increase is 15% in the figure, the no other language are upward trend is 30% in this chart. The German only are decrease is 10% in the figure, and the French only are few increase in categories. The Spanish only are climb in this chart. On the other hand, the ratio of British students able to speak languages other than English, 2010 in different categories in this chart. The two other languages are start is 15% in the figure, the another language are 20% and the other language are upward trend is 35%in this chart and the spanish and french are remain stable.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and mention several categories, and your overview correctly notes that “No other language” was the largest group in both years. However, the response only partially reports the main features: some comparisons are missing or inaccurate. In 2000, “Two other languages” and “German only” were both 10%, so neither was uniquely the lowest; in 2010, German was 10%, while Spanish and French were also 10%. You also say Spanish and French “remain stable,” although both fell, from 20% to 10% and from 15% to 10% respectively. Report the key changes accurately, including the rise in “Another language” and “Two other languages,” and avoid describing static pie-chart values as trends.

Coherence and Cohesion: Band 4.5

The response has an opening, an overview, and detail sections, so there is some basic organisation. However, progression is difficult to follow because the overview repeats the same sentence pattern for each year, and the details move between categories without a clear comparison. Phrases such as “Looking at the details” and “On the other hand” do not establish a useful contrast, since the second section mainly lists 2010 figures. References such as “this chart” are repeated and sometimes unclear. Group the information by meaningful changes—for example, categories that increased versus those that decreased—and compare the two years within the same paragraph. This would make the relationships between figures easier to understand.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “percentages,” “figure,” “categories,” and “highest,” which helps communicate the topic. However, the range is limited and several phrases are repeated or used unnaturally, such as “the ratio ... in this chart” and “are upward trend.” Some word choices also obscure the intended meaning: “start 10%” does not clearly describe a share, while “few increase” is not an appropriate way to report a numerical rise. Use precise terms such as “accounted for,” “stood at,” “rose,” and “fell,” and vary your language without forcing synonyms. Check spelling and capitalisation too, particularly “Spanish” in the final paragraph.

Grammatical Range and Accuracy: Band 4.5

The response attempts to form longer sentences and uses basic linking words, but sentence structures are limited and errors occur frequently enough to make parts difficult to interpret. Examples include “The two other languages are start 10%,” “The another language are few increase,” and “the Spanish and French are remain stable.” These show problems with verb forms, subject–verb agreement, articles, and sentence construction. Several fragments, including “Overall, the percentage ... 2000,” also lack a complete grammatical structure. Practise writing direct comparison sentences with a clear subject and verb, such as “The proportion speaking another language rose from 15% to 20%.” Use past tense consistently when describing the two completed years.

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