Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-09-17
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 pie chart demonstrates the proportion of British pupils at one unveristy in England who wre capable to talk in other languages in addition to the England,in 2000 and 2010. a period of 10 years.Overall, students maximum speak no other language ,whereas.least number of students were speak German only and two other languages in first year.while in the second year most of the biggest number of student speak no other language although small number of student sere spoke spanish,French and German only.
In the beginning we can see that most of the students spoke only English no other
language were spoken by 30% of the pupils in 2000.the second most spoken language by the year 2000 was 20% Spanish ,15% of the atudents speak French and other language,10% of the pupils of british speak German and two other languages.
On the other hand by the year 2010, we can see that,the most favourite language of the british students were no other language 35% of students was spoke this language, 20% of student spoke antother language,15
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The student attempts to summarise the data from the pie charts regarding the proportion of British students able to speak other languages in 2000 and 2010. An overview is attempted, noting that most students spoke no other language, and some main features such as the 30% and 35% figures for 'no other language' are captured. However, the response is incomplete, cutting off mid-sentence at the end ('15'). Furthermore, there are numerous inaccuracies in reporting data, such as claiming that 'least number of students were speak German only and two other languages in first year', whereas German was 10% and two other languages was 10%, while others were different. The overview lacks clarity due to poor expression, and the truncated ending prevents full coverage of the task, capping the score at Band 4.0.
Coherence and Cohesion — Band 4.0
The text is organized into two initial paragraphs, but the overall logical progression is severely disrupted by poor referencing, punctuation errors, and the fact that the response cuts off abruptly. Cohesive devices are used very poorly, with repetitive and mechanical transitions such as 'In the beginning we can see that' and 'On the other hand by the year 2010'. Paragraphing is disrupted as the second body paragraph terminates prematurely. The lack of controlled cohesion and the failure to complete the text mean that information and ideas are not arranged coherently enough to reach Band 5.
Lexical Resource — Band 4.5
The vocabulary used is very basic and repetitive, featuring frequent spelling and word-choice errors, such as 'unveristy', 'wre capable to talk', 'student maximum speak', and 'antother language'. The range of vocabulary is severely limited and inadequate for an academic task, repeatedly struggling with basic terms like 'speak' (written as 'were speak', 'sere spoke', 'was spoke'). While some task-related terms like 'proportion', 'Spanish', and 'French' are present, the pervasive errors in word formation and spelling frequently strain the reader.
Grammatical Range and Accuracy — Band 4.0
The response displays a very limited range of grammatical structures, and attempts at complex sentences are heavily flawed. There are constant basic errors in subject-verb agreement, tense usage, and sentence boundaries (e.g., 'most of the students spoke only English no other language were spoken', '15% of the atudents speak French'). Punctuation is largely neglected, with missing capitalisation and run-on phrasing. The frequency of grammatical errors distorts meaning and causes constant difficulty for the reader throughout the short text.
See this exact question answered at other band scores — the same prompt compared across bands.
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