Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-08-12
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 given chart illustrates proportion of British students at one university in England who able to speak other languages in addition to English in between the year 2000 and 2010.
when we talk about the given chart this illustrates university in England some peoples are able to speak other languages in addition English. In 2000 highest amount of peoples are in the category who not speak another language and second highest amount of peoples are noticed in the category of people who speak another languages with own language Spanish and 15% people who speak french are also able to speak another languages and there also a type of peoples who have not an particular language but they also able to speak another languages.
When talk about 2010 in this time the highest amount of peoples are noticed in the category of peoples who are not able to speak another language the second highest amount of peoples are noticed in people which are not have any specific language.
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 fails to adequately address the task requirements. While it mentions the years 2000 and 2010, the description of the data is highly inaccurate and confusing. The student struggles to identify the main features or make meaningful comparisons between the categories. The interpretation of the charts is flawed, as the text describes categories that do not clearly align with the provided visual data, and it fails to report the specific percentages or trends accurately. The response lacks a clear overview, which is essential for a Band 6 or higher. Consequently, the information provided is insufficient to give the reader a clear understanding of the data presented in the charts.
Coherence and Cohesion — Band 4.0
The essay lacks a logical structure. The paragraphs are poorly organized, and the progression of ideas is disjointed. There is a lack of cohesive devices to link sentences and ideas, making the text difficult to follow. The use of referencing is unclear, and the transition between the description of 2000 and 2010 is abrupt and lacks analytical depth. The overall arrangement of information is mechanical and does not facilitate a smooth reading experience. To improve, the student should focus on using linking words such as 'whereas', 'in contrast', or 'meanwhile' to connect related points and ensure each paragraph has a clear focus.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. The student relies heavily on basic phrasing such as 'highest amount of peoples' and 'category of people', which is used repeatedly throughout the text. There is a lack of precision in describing statistical data, and the word choice is often inappropriate or inaccurate (e.g., 'not an particular language'). The student does not demonstrate the ability to use a range of vocabulary suitable for describing charts or trends. To achieve a higher band, the student needs to incorporate more varied and precise terminology related to data analysis, such as 'proportion', 'percentage', 'fluctuated', or 'remained stable'.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that impede communication. There are consistent issues with subject-verb agreement (e.g., 'peoples are noticed'), missing articles, and incorrect sentence structures (e.g., 'who not speak another language'). The range of grammatical structures is very limited, consisting mostly of simple, error-prone sentences. There is no evidence of complex sentence structures, and the punctuation is inconsistent. The persistent errors in basic grammar make the text difficult to read and understand. The student needs to focus on mastering basic sentence construction, including the correct use of verbs, articles, and prepositions before attempting more complex structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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