Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-09-13
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 below represent the proportions of British students at one university in England who were able to speak other language in addition to english, in 2000 and 2010.
Overall, the highest percentages of british students are not able to speak no other language rather than english in both years.
Firstly, the 30 to 35% British students are not able to use other languages in the year of 2000 and 2010, However, the students contain 15% knowlage of the French language in 2000 and another language. While German and two other languages remain steady at 10% in 2000. Furthermore, Spanish language understand 20% bristish students respectively.
Secondly, the no other language had the significantly in a peaked level up to 35% in 2010 and Spanish or French and German language are slightly common and remain stable up to 10%, Morever, the 20% is another language and 15% is two other languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.5
The response attempts to address the prompt by summarising the main features of the charts comparing British students' language abilities in 2000 and 2010. However, the interpretation of the data is confused and contains numerous inaccuracies, such as stating that 'the 30 to 35% British students are not able to use other languages in the year of 2000 and 2010' when the charts show different figures, and confusing percentages with language categories. While an overview is attempted, the lack of clarity in reporting specific data points means the response only partially covers the requirements of the task. Key comparisons between the two years are insufficiently highlighted, leading to an underdeveloped and somewhat confusing summary overall.
Coherence and Cohesion — Band 4.5
The text is organized into basic paragraphs using some sequencing markers like 'Firstly' and 'Secondly'. However, the overall progression of ideas is difficult to follow due to confusing referencing and disjointed sentences. Cohesive devices are used awkwardly or inaccurately, such as 'Furthermore, Spanish language understand 20% bristish students respectively.' Paragraphing is attempted, but the internal logical flow within paragraphs breaks down frequently. The relationship between sentences is often unclear, which forces the reader to work hard to understand how the details connect to the main overview. As a result, the organizational structure is quite weak and mechanical.
Lexical Resource — Band 4.0
The vocabulary used is very basic and repetitive, relying heavily on terms straight from the prompt like 'British students', 'languages', and percentages. There are several noticeable word-choice and collocation errors, such as 'speak no other language rather than english', 'knowlage', and 'Spanish language understand 20% bristish students'. Attempts to use less common vocabulary are unsuccessful or awkward, such as 'significantly in a peaked level'. Spelling errors ('bristish', 'knowlage', 'Morever') also occur. The lexical range is limited and barely adequate to convey the intended information, occasionally impeding the reader's comprehension.
Grammatical Range and Accuracy — Band 4.0
The writing demonstrates a very limited range of grammatical structures. Simple sentences dominate, and attempts at more complex structures are consistently faulty and ungrammatical, such as 'the highest percentages of british students are not able to speak no other language rather than english'. There are frequent errors in verb forms, prepositions, and sentence construction throughout the response, such as 'Spanish or French and German language are slightly common'. Punctuation and capitalization are also erratic ('english', 'bristish', 'Morever'). These frequent grammatical errors cause considerable difficulty for the reader and obscure the intended meaning.
See this exact question answered at other band scores — the same prompt compared across bands.
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