Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-09-01
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 sketch below show the proportion of British student at one uni
in England how were able to communicate any other languages in
plus to English , in 2000 or 2010
The British students able to communication any other language in
English in 2000 .Explain chart in the both side in first chart in 2000
or second chart in 2010 . I am first chart to explain in the British student .
The British student to other language to spoke in no other language to
speak in 30 and french only to communication to 15 or Spanish to speak
in 20 and another language to conversation 15 and two other language
to speak in 10 or German only to speak in 10 .
The British student to explain in second chart in 2010 . The second sketch
to explain in other language to spoke . The British student to communicate
to Spanish and french 10 but first chart to explain in only 20 . The no other language to conversation to 35 but first sketch to able in 30 . The another
language to explain in 20 . and two other language in 15 but first chart to 10.
The British student to communicate in 2000 to 2010 . This is not big diference
to 2000 to 2010 or minor the difference to communicate 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 attempts to address the task by describing the charts, but the information is presented in a fragmented and often confusing manner. While the student identifies some data points, the lack of a clear overview and the inaccurate reporting of figures (e.g., confusing the 2010 data for Spanish and French) mean the main features are not effectively highlighted. The response fails to provide a clear comparison between the two years, and the overall summary is weak. The content is largely descriptive of the process of looking at the charts rather than reporting the data itself, which limits the achievement of the task requirements.
Coherence and Cohesion — Band 4.0
The response is divided into paragraphs, but the internal structure of these paragraphs is highly disjointed. There is a lack of logical progression, and the use of cohesive devices is almost entirely absent. The student uses repetitive phrases like 'The British student to explain' and 'first chart to explain', which makes the text difficult to follow. Referencing is unclear, and the relationship between the ideas is not established, leading to a lack of overall coherence. The writing feels like a series of disconnected observations rather than a cohesive report.
Lexical Resource — Band 4.0
The vocabulary is extremely limited and repetitive. The student relies on basic words such as 'explain', 'speak', and 'chart', and struggles to use appropriate terminology for describing data (e.g., 'proportion', 'percentage', 'increase', 'decline'). There are frequent errors in word choice and collocation, such as 'communicate any other languages in plus to English' and 'no other language to conversation'. The range of vocabulary is insufficient to convey the information accurately, and the errors often impede the reader's understanding of the data being presented.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent and severe grammatical errors that significantly distort meaning. There is a lack of control over basic sentence structures, with many sentences being incomplete or ungrammatical (e.g., 'The British student to other language to spoke in no other language to speak'). Subject-verb agreement, tense usage, and prepositional errors are pervasive. There is no evidence of complex sentence structures, and the high frequency of errors makes the text very difficult to read. The writing does not demonstrate the ability to construct clear, accurate sentences.
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