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 pie chart represents the proportions of British students at one university that who were sutaible to speak foreign languages also to Engilsh in 2000 and 2010, at England.

Overall, it can be noticed, the huge number of student were no other language speak. However, in 2000, at England, the highest student were other language such as Spanish speak, and in 2010 student were two other language speak.

To begin with, in 2000, 30% student were not other language speak. Two other languages, and German speak student ratio were 1o%. both were same in 2000, at England, as well as, 10% spoken by another languages and French both were same. Student were mostly Spanish speak 20% in the England.

On the other hand, in 2010, 10% student were Spanish, German, and French languages speak in the England. Moreover, 5% increased in last 10 years to student were no other language speak. 20% student were choose to speak another language, and 15% speak two other languages at England.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The student attempts to address the task by reporting figures from both pie charts representing British students speaking foreign languages in 2000 and 2010. However, the response contains numerous inaccurate data interpretations and missing core trends. For instance, the student states that 'Two other languages, and German speak student ratio were 10%', whereas the chart shows German only at 10% and two other languages at 10% in 2000, and 15% in 2010. Furthermore, the overview ('the huge number of student were no other language speak') is awkwardly phrased and lacks clarity in summarising the primary trends. While some figures are mentioned, the lack of accurate data reporting and flawed comparisons place this response at Band 4.5.

Coherence and Cohesion — Band 4.0

The response is divided into rudimentary paragraphs, starting with an introduction, followed by a body paragraph for 2000 and another for 2010. However, the logical progression is severely disrupted by repetitive phrasing, awkward transitions, and broken sentence structures (e.g., 'To begin with, in 2000, 30% student were not other language speak'). Cohesive devices are either missing or misused, resulting in a disjointed flow where ideas fail to connect smoothly. Paragraphing is attempted, but internal cohesion within sentences is weak, aligning the response with Band 4.0 descriptors.

Lexical Resource — Band 4.0

The vocabulary used is extremely basic, repetitive, and heavily reliant on direct lifting or awkward word forms from the prompt (e.g., repeating 'speak', 'spoken', and 'languages' constantly). There are severe lexical inaccuracies, such as using 'sutaible to speak' instead of 'able to speak' and 'student were no other language speak'. Less common lexical items are attempted unsuccessfully, and word choice errors impede communication throughout the response. This performance fits the Band 4.0 criteria for lexical resource.

Grammatical Range and Accuracy — Band 4.0

Grammatical control is very weak, with pervasive errors across nearly every sentence. The student displays a lack of basic sentence structure, relying on fragments and severely distorted word order (e.g., 'the highest student were other language such as Spanish speak' and '5% increased in last 10 years to student were no other language speak'). Complex sentence structures are non-existent or completely ungrammatical. Simple sentences contain frequent errors in subject-verb agreement, tense usage, and prepositions, which significantly distorts meaning and corresponds to a Band 4.0.

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