Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The given charts ilustrates the percentage of the student who were able to speak different langauage in addition to english , in betwenen 2000 to 2010 . This data is of british university.

overall , there are 6 different langauages which students do speaks and the majorily langauage spoken by children is no other language which is accounted at 30% in contrast spanish comest at second with approximately 20% .

university in 2000 , no other language hold the major perpotion with 30% which spoken by students meanwhile approximately 600 students speaks spanish out 2000 which make is it second highest language , which is spoken by british students while french only and another language holds the sam perpotion which is 15% same as with two other language and german hold 15% while in 2010 no other language is still on the top with 35% but according to data in only two languages get downgrade which our spanish and french because of this three langauages stands at same place which are spanish , french and german only with approximately 10%.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to address the task by reporting information from the two charts regarding British students speaking other languages in 2000 and 2010. However, there are significant issues with data accuracy and interpretation. For instance, the student states that 'approximately 600 students speaks spanish', which is an external assumption not present in the percentage-based charts. Furthermore, the description of trends contains contradictions, such as claiming german holds 15% when the chart indicates 10%, and struggling to accurately report the proportions for French, Spanish, and other categories. While an overview is attempted, key features are confused, leading to a partial and somewhat inaccurate summary.

Coherence and Cohesion — Band 4.0

The text is divided into three short paragraphs, but the logical flow and progression are weak. The introduction is disjointed, and the body paragraphs lack clear organizational structure. Cohesive devices are used very mechanically or inappropriately (e.g., 'in betwenen', 'meanwhile', 'while in 2010'). Referencing is frequently unclear, and punctuation errors further disrupt the flow of ideas, making it difficult for the reader to follow the comparisons smoothly.

Lexical Resource — Band 4.0

The lexical range is very limited and heavily repetitive, with frequent spelling errors ('ilustrates', 'langauage', 'english', 'betwenen', 'majorily', 'comest', 'perpotion'). The student attempts some less common vocabulary such as 'proportion' and 'downgrade', but these are either misspelled or used inaccurately. Basic vocabulary is heavily relied upon, and errors in word choice (e.g., 'get downgrade', 'stands at same place') occasionally impede comprehension.

Grammatical Range and Accuracy — Band 4.5

The student attempts a mix of simple and complex sentence forms, but these are marred by frequent, basic grammatical errors. There are persistent issues with subject-verb agreement (e.g., 'percentage of the student who were', 'languages which students do speaks', 'two languages get downgrade'), missing articles, and run-on sentences joined poorly with commas. Punctuation is also problematic throughout. These errors cause noticeable strain for the reader.

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