Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-08-07
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 4.0)
The table illustrates the proportions of foreign students at one university in England who were able to speak other languages in addition to English, in ten years.
Overall, Before British students able to speak different languages that is Spanish, French and other languages But the ratio of spanish has the twenty percent and low, another hand German has also ten percent But two other languages is fifteen percent and the Another languages have twenty percent and the significance of the No other language is not allowed in the British students.
On the other hand, After ten years the Fremch and spanish are the ten percent It become same But the ratio of the the Two other languages is increased and no other language has been also increased and German has also ten percent.
To conclude the all year of the speaking experience that the another language has been increased and also Two other languages. But french, German and Spanish become decreases in ten years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to address the task but fails to provide a clear or accurate summary of the data. The description of the trends is confusing and contains factual inaccuracies regarding the figures provided in the charts (e.g., stating French and Spanish are 10% in 2010 when the data shows different values). The overview is poorly constructed, and the report lacks a logical selection of main features. The response struggles to make meaningful comparisons, resulting in a fragmented and unclear summary of the information.
Coherence and Cohesion — Band 4.0
The essay is divided into paragraphs, but the internal structure is weak. There is a lack of logical progression, and the use of cohesive devices is often mechanical or incorrect (e.g., 'another hand', 'on the other hand', 'to conclude'). The referencing is frequently unclear, making it difficult for the reader to follow the comparison between the two years. The flow of ideas is disrupted by repetitive phrasing and a lack of clear signposting.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. The student relies on basic terms and struggles with accurate word choice, such as 'the significance of the No other language is not allowed', which is nonsensical in this context. There are frequent spelling errors (e.g., 'Fremch') and issues with collocation. The range is insufficient to convey the data with any degree of precision or academic tone.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that impede communication. There are significant issues with subject-verb agreement, sentence structure, and article usage (e.g., 'the all year of the speaking experience', 'the ratio of the the Two other languages'). Complex sentence structures are attempted but are almost always faulty, leading to a lack of clarity. Simple sentences are also frequently marred by basic errors, making the text difficult to read.
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