Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-09-22
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 chart illustrates the ratio of students from United Kingdom at single university of England were oppertunity to speak different languages and English is compulsory in two years 2000 and 2010.
Overall, Uk university more focused on Spanish and English in 2000 while in 2010,French language was added with Spanish but university also focused on no other languages exccept English. German and two other languages also spoken in different proportions.
Firsty, 20% students were speaking Spanish and 30% students were speaking English in 2000 while 10% two other languages are also introduched. Moreover, some pupils were also speaking only German. French and some another languages were also speaking by students. And both ratio are 15% in 2000.
On the other side, UK university was added French with Spanish and students were speaking both languages 10%. While most students were speaking just English and they were 35%. Just 10% pupils were speaking German and 20% are speak French and another languages in 2010. Additionally, 15 percent students are speak two other languages in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.5
The response attempts to cover the main features of the two pie charts illustrating language capabilities in 2000 and 2010. However, the interpretation of the data contains several inaccuracies and confusion regarding percentages and categories. For example, the student states that '30% students were speaking English in 2000', whereas the chart shows 'No other language' at 30%, meaning they did not speak another language. Similarly, describing university policies ('UK university more focused on Spanish') misinterprets the descriptive data of student capabilities. While some main features such as Spanish and French proportions are mentioned, the lack of accurate data reporting and flawed understanding of the chart categories prevent the response from reaching a higher band.
Coherence and Cohesion — Band 5.0
The response is divided into basic paragraphs, starting with an introduction and overview, followed by body paragraphs. However, the logical progression is frequently disrupted by confusing statements and poor linking devices. Words like 'Firsty' (a misspelling of 'Firstly') and 'On the other side' are used clumsily to structure the response. Referencing between sentences is often unclear, such as 'And both ratio are 15%', which leaves the reader uncertain about what data is being connected. Overall, the organizational structure is basic and lacks smooth cohesion.
Lexical Resource — Band 4.5
The vocabulary used is very basic and repetitive. The student relies heavily on simple terms like 'students', 'speaking', and 'proportion'. There are numerous word choice and collocation errors, such as 'ratio of students', 'were oppertunity to speak', and 'another languages were also speaking'. Furthermore, spelling errors such as 'oppertunity', 'exccept', 'Firsty', and 'introduched' occur frequently. The lexical range is limited and inadequate for a fully coherent academic report.
Grammatical Range and Accuracy — Band 4.0
The grammatical range is extremely limited, consisting mostly of simple and attempted complex sentences that contain severe errors. There are frequent problems with subject-verb agreement and voice, such as 'French and some another languages were also speaking by students' and '10% are speak French'. Tense usage is also unstable when shifting between the years 2000 and 2010. These persistent errors frequently impede communication and cause difficulty for the reader.
See this exact question answered at other band scores — the same prompt compared across bands.
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