Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-09-03
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 below chart show that the proportion of British students at the university that is in England. Those students that as able to speak in other language, in 2000 and 2010.
In 2000, the number of students that able to speak other language Spanish is on maximum as compared to French. The other language that was on second number spoken by students is French only. The figure of German and two other language is equal. In 2010, the number of student that speak on other language is high as compared to Spanish and French. And on second number the other language spoken by student in this period is French only. German only language is on 3rd in this year.
In 2000, the number of students that speak in Spanish is 20% as compared to French is only 15%. And in 2010 number of student that speaks on other languages is 35%. In this period the French only is 20%
In this year two other language is on equal stage at 10%. In 2010, Spanish and French as same percentage is 10%
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.0
The response attempts to address the task by summarizing the provided charts, but it fails to provide a clear overview or accurately report the data. The description of the trends is confusing and contains factual inaccuracies, such as stating that 'other language' was higher than Spanish and French in 2010, which contradicts the visual data. The comparisons are poorly structured, making it difficult for the reader to identify the main features or trends. The response lacks a clear summary of the overall changes between 2000 and 2010, which is essential for Task 1. Consequently, the information is not presented in a way that allows for a clear understanding of the data.
Coherence and Cohesion — Band 5.0
The response is organized into paragraphs, but the progression of ideas is disjointed and often illogical. Cohesive devices are used in a very mechanical and repetitive way, such as the constant use of 'In 2000' and 'In 2010' to start sentences. There is a lack of logical flow between sentences, and the referencing is often unclear, making it difficult to follow the writer's train of thought. The paragraphing is present but does not effectively group related information, as the data points are scattered and lack a coherent structure.
Lexical Resource — Band 4.5
The vocabulary is very limited and repetitive. The writer relies heavily on basic phrases like 'the number of students', 'other language', and 'is on'. There is a lack of variety in descriptive language, and the word choice is often inaccurate, such as 'on maximum' or 'on equal stage', which are not standard English collocations. The inability to use precise terminology to describe data (e.g., 'proportion', 'percentage', 'fluctuated', 'remained stable') significantly limits the ability to convey information clearly. There is no evidence of less common lexical items.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that often impede communication. There are significant issues with subject-verb agreement (e.g., 'The below chart show', 'number of student that speak'), missing articles, and incorrect sentence structures. The writing consists almost entirely of simple sentences with poor control over basic grammar. Complex structures are attempted but are consistently faulty, leading to confusion. Punctuation is also inconsistent, and the overall lack of grammatical control makes the text difficult to read and understand.
See this exact question answered at other band scores — the same prompt compared across bands.
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