Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-03
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 charts illustrates the proportions of British students at one university in England that who were good to speak different languages in English in other years like 2000 and 2010 were spanish and french was added.
In 2000, the spanish had several students gets spoken and french less than it. however the wide range of language had been spoken in that year was other language which were coloured in the give chart. The quite languages was spoken was german and two other language and like this the adittion was another language had spoken mostly.
Also, In 2010 the wide range of language hadn't been spoken by british student was no other language and the language which most spoken is spanish french as well as two other languages. in adittion german language is less but more spoked than french.
In conclusion the most spoken language was spanish , french , german and other languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 3.5
The response fails to meet the minimum length requirement of 150 words, containing only 143 words. Task achievement is severely limited because the student does not provide a clear or accurate summary of the visual data. The interpretation of the charts is highly confused, with inaccurate data points reported, such as claiming that 'no other language' had not been spoken or misinterpreting the proportions of Spanish and French. Key features and comparisons are not adequately selected or reported, and the overall overview is vague and fails to capture the main trends across the two years. Ideas are underdeveloped, and the response lacks a clear, coherent position regarding the provided data.
Coherence and Cohesion: Band 5.0
There is some basic organization with an introduction and conclusion, but overall progression is lacking. The connection of ideas is weak, and the response relies on repetitive and mechanical transitional phrases such as 'In 2000' and 'Also, In 2010'. Paragraphing is attempted, but the grouping of ideas within paragraphs is disjointed and confusing. Referencing and cohesive devices are inadequate or inaccurate, making it difficult for the reader to follow the flow of information. For instance, phrases like 'the wide range of language had been spoken' lack clear antecedents and disrupt the logical flow of the text.
Lexical Resource: Band 4.5
The vocabulary used is basic, repetitive, and frequently inappropriate for an academic task. Words and phrases such as 'good to speak', 'gets spoken', and 'most spoked' demonstrate a very limited range and poor control of word choice and collocation. There are noticeable errors in word forms and phrasing, such as 'adittion' and 'the quite languages', which cause strain for the reader and impede clear communication. The student attempts to use some less common vocabulary related to the charts, but these attempts fail due to inaccurate usage and confusion regarding terminology.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is very limited, consisting predominantly of faulty and awkward sentence structures. The response contains frequent errors in verb forms, tenses, subject-verb agreement, and prepositions, such as in the opening sentence 'The charts illustrates... that who were good to speak'. Attempts at complex sentences are consistently flawed, leading to severe structural breakdowns. Punctuation is also problematic throughout the text. These frequent errors cause considerable difficulty for the reader and obscure the intended meaning of the sentences.
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