Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · 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 4.0)
The Given charts illustrate the proportions of British students at one university of England thats were able to speak languages other than english in 2000 and 2010.
In my opinion, in these charts we elaburate the speaking skills of England based university students that perform the speaking skills in 2000 and 2010.With the help of charts one in 2000 students performed 20 percent spanish,15 percent French, 15 percent other language,10 percent Two othor language and same like that on the second charts perform the language speaking skills by percentage.
In explanation, we do perform the all languages that students proportionally able to speak other than english in 2000 and 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 3.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.5
The response only partially addresses the task and falls significantly short of the minimum length requirement of 150 words, containing only 110 words. The student attempts to report data from the charts, such as '20 percent spanish, 15 percent French', but the overall reporting is extremely limited, repetitive, and lacks a coherent overview. Furthermore, the inclusion of personal commentary ('In my opinion, in these charts we elaburate...') is inappropriate for an Academic Task 1 response. To reach a higher level, the writer must meet the minimum word count, present a clear overview of the main trends without personal remarks, and provide a fully developed summary of the data comparing both years.
Coherence and Cohesion: Band 3.5
The organization of the response is very basic and heavily disjointed. While the text is divided into short paragraphs, the progression of ideas is largely absent. Phrases used to introduce sections, such as 'In my opinion' and 'In explanation', are inappropriate for an academic report and fail to logically sequence the data. Cohesive devices are either missing or misused, resulting in a mechanical and fragmented text. To improve coherence, the writer needs to ensure ideas follow a logical sequence, use appropriate academic transition phrases instead of conversational meta-commentary, and structure the response into a clear introduction, overview, and body paragraphs.
Lexical Resource: Band 4.5
The vocabulary used is basic, repetitive, and often imprecise. The student relies heavily on simple words and basic phrasing like 'speak languages other than english', alongside lexical errors such as 'elaburate' instead of 'illustrate'. There are also frequent spelling and word-form errors, including 'othor' instead of 'other' and 'thats' instead of 'that'. While the student attempts to name specific languages and percentages, the limited vocabulary range restricts the precision needed for an Academic Task 1 response. To achieve a higher band, the writer must expand their lexical range with appropriate synonyms and collocations to describe statistical data, while eliminating basic spelling and word-choice errors.
Grammatical Range and Accuracy: Band 4.5
The grammatical structures used are very limited, consisting mostly of simple sentences and faulty attempts at complex clauses. There are frequent grammatical errors throughout the text, including issues with relative pronouns ('university of England thats were able'), capitalization ('english', 'spanish', 'French'), and prepositional use. Sentences such as 'With the help of charts one in 2000 students performed...' demonstrate a lack of control over basic syntax and agreement. To progress, the writer needs to develop a wider range of grammatical structures, improve sentence complexity without losing control, and eliminate frequent errors in articles, capitalization, and basic sentence construction.
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