Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-02

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)

this is the illustration of the diffrent language spoken by university's British student located at england in between 2000 to 2010.

there is a major portion of the student able to speak diffrent language along with the english. although there is a certain percent of student are still there which only able to speak english.

there is a major spoken language apart from english is spanish. which has spoken by one fifth part of the student. other most spocken language by the student and fall below the spainsh is french which has a 15 percent of students are there which able to speake french .

there is a minor pecent language is are also there which are less spoken by the student and less percentage compare to the other languages is german. also some student are there who able to speak more than one language apart from english and there a 10 percent student are there. some may speak some other language.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response addresses the task only minimally and fails to clearly present a comprehensive overview of the data from both years. While the student attempts to report some figures, such as mentioning Spanish at 'one fifth' and French at '15 percent', the selection of information is limited and lacks clarity. Furthermore, there are inaccuracies in the reporting of the data when compared to the visual source; for instance, the text struggles to clearly contrast the changes between 2000 and 2010. The response relies on vague generalisations and tangential observations rather than a systematic summary of the main features and comparisons required for Academic Task 1. To move to a higher level, the writer needs to ensure all key data points are accurately extracted, properly contrasted between the two time periods, and presented with a clear overall summary.

Coherence and Cohesion: Band 4.5

Information and ideas are not arranged in a sufficiently coherent manner. Although the text is broken into short paragraphs, the overall progression is difficult to follow because of abrupt transitions and a lack of logical sequencing. Cohesive devices are minimal or misused, leading to a choppy and disjointed reading experience. For example, sentences like 'there is a minor pecent language is are also there' fail to link ideas smoothly. Pronoun referencing and substitution are weak, meaning the reader often has to guess what terms like 'which' or 'other' refer to. To improve coherence, the student should use standard organizational structures for visual data, grouping related categories together and employing a wider range of appropriate cohesive links to connect sentences and paragraphs logically.

Lexical Resource: Band 5.0

The vocabulary used is basic, repetitive, and restricted in range. The student frequently recycles simple phrasing such as 'there is a major portion of the student' and 'languages is are also there'. There are numerous spelling and word-choice errors throughout the text, including 'diffrent' instead of 'different', 'spocken' instead of 'spoken', and 'pecent' instead of 'percent'. These lexical inaccuracies and spelling slips strain the reader and impede clear communication. To achieve a higher band, the student must expand their vocabulary to include precise terms for describing statistical data, such as proportions, percentages, and trends, while significantly improving spelling accuracy and word forms.

Grammatical Range and Accuracy: Band 4.5

The grammar demonstrates a very limited range of structures, consisting mainly of repetitive, faultily constructed clauses introduced by 'there is' or 'there are'. Errors are frequent and often distort meaning, such as in the phrase 'which has spoken by one fifth part of the student' and 'student are there which also able to speake french'. There are persistent issues with subject-verb agreement (e.g., 'student' instead of 'students'), incorrect verb forms, missing articles, and heavy punctuation neglect, as sentences begin with lowercase letters and lack proper terminal punctuation. To progress, the student needs to develop control over basic sentence construction, avoid heavy reliance on existential 'there' clauses, and reduce basic agreement and tense errors.

See this exact question answered at other band scores. The same prompt compared across bands.

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