Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-09-12
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 4.5)
The charts depicts the number of students of England who were able to speak numerous language between the period of 2000 to 2010.
During Early 2000, the bar illustrates majority of the students was English Speaking and the least amount of population (10%) could speak German and 10% could speak 2 extra language. On the other hand 30% of the majority were speaking French and other languages. There were spanish speaking students were as well which contributed 20%.
Meanwhile late 2000, it is very clearly shown a large no of pupils started speaking English about 35% where as 20% out of the density of students was speaking French and Spanish. Moreover, 20%
was speaking an unknown language.
However 15% of the students were
able to speak more than two languages.
Overview, In comparison to early 2000
and 2010 it is clearly shown majority
of students were speaking English
and it increased by 5% till 2010
and it is unnoticable that french
and Spanish students language
students displayed a downfall
med. However, German got a
little influenced between students
between [redacted phone].
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover the main features of the charts comparing the language skills of students in 2000 and 2010. However, the interpretation of the data contains inaccuracies and lacks clarity in presenting proportions. For instance, the student states that in 2000 'majority of the students was English Speaking' and mentions that '10% could speak 2 extra language,' whereas the chart likely shows proportions for various foreign languages. The breakdown of percentages is somewhat confused and fragmented across paragraphs, and the overall summary attempts to highlight general trends such as the increase in English speakers and the decrease in French and Spanish, but lacks precise data reporting. Therefore, it fits the descriptor of addressing the task only partially with limited and under-developed ideas.
Coherence and Cohesion — Band 4.0
The response is broken into several very short, disjointed paragraphs, including fragmented sentences such as 'Moreover, 20% was speaking an unknown language.' Progression is unclear, and the mechanical formatting with abrupt line breaks severely disrupts the flow of the text. Cohesive devices are either lacking or misused, and referencing between sentences is weak, making the overall arrangement difficult to follow. This aligns with a Band 4 level where information and ideas are not arranged coherently, although there is a rudimentary attempt at grouping information by time periods.
Lexical Resource — Band 5.0
The vocabulary used is basic and repetitive, with frequent reliance on simple terms like 'students,' 'speaking,' and percentages. There are noticeable lexical inaccuracies and awkward phrasing, such as 'out of the density of students' and 'it is unnoticable that french and Spanish students language students displayed a downfall med.' The limited range and recurrent word choice errors occasionally cause difficulty for the reader and prevent the response from achieving a higher band. However, the basic meaning of reporting data is minimally maintained.
Grammatical Range and Accuracy — Band 4.5
The student attempts a mix of simple and complex sentence structures, but control over grammar and punctuation is weak. There are frequent basic errors, such as subject-verb agreement issues ('The charts depicts,' 'majority of the students was'), incorrect prepositions, and fragmented sentences ('Moreover, 20%'). Punctuation is also problematic, with random capitalisation and broken sentences caused by formatting or poor drafting. These frequent errors cause some difficulty for the reader and reflect a limited range of reliable structures.
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