Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-05

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 diagram illustrates the Parts of the students at england university by showing the capacity to apsoke the different languages after adding english in 2000 and 2010.

There are the five major languages in the given pie chart which shows the ability to spoke english and other languages also there .At ther first most spoken language in the piechart whereas containg different6 languages .

In the University of england there wrere the different language are spoken.From the chart the most spoken language is spanish that was 20 percent using the conversation to others .Secondly , French languages that was 15 percent which was the also the popular in the University which is used to cobnversation and there was the 15 persect student who speak only French Language . Thirdly, Out of 100 percent 10 percent speak German and to other types of languages in that university . On the year 2010 there were the most 30 percent students speak other language in the University the England .As the results,most of the students using spanish languages.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response responds to the task only minimally and tangentially. While the writer attempts to discuss the data from the pie charts regarding British students' language skills in 2000 and 2010, the selection of data is poorly handled and contains several inaccuracies. For example, the student states that 'Spanish that was 20 percent' in 2000, which is correct, but later claims that 'on the year 2010 there were the most 30 percent students speak other language', misinterpreting the categories and figures from the chart. Important comparisons between the two years are largely missed, and the overall summary is disjointed and fails to present a clear overview of the main trends. To reach a higher level, the writer needs to accurately report the key data points, avoid confusing the categories, and provide a coherent summary of the main features.

Coherence and Cohesion: Band 4.0

Information and ideas are not arranged coherently in this response. The text is divided into weak paragraph blocks, but the internal logical progression is difficult to follow. There is a lack of clear overall structure, moving abruptly between the years and categories without a logical sequence. Cohesive devices are used awkwardly or inaccurately, such as 'At ther first' and 'Secondly', and referencing is frequently unclear, making it hard for the reader to understand how the ideas connect. To improve, the writer should ensure that each paragraph has a clear central topic, use standard cohesive markers appropriately to guide the reader through the data, and logically sequence comparisons between the two years.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, with several errors that strain the reader's understanding. The student relies on rudimentary terms and struggles with word forms and collocations, as seen in expressions like 'capacity to apsoke the different languages' and 'used to cobnversation'. Spelling errors are also present, such as 'apsoke' and 'persect'. There is little evidence of less common lexical items, and the range is limited to what is minimally required to attempt the task. To progress to a higher band, the student should expand their vocabulary related to data trends and percentages, and pay closer attention to accurate word formation, spelling, and standard collocations.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, with frequent errors that obscure meaning. The writing contains numerous grammatical and punctuation errors, including issues with verb forms and tenses ('there wrere the different language are spoken', 'students speak other language'), missing or incorrect articles, and faulty sentence boundaries. Most complex sentence attempts are ungrammatical or awkwardly phrased, leaving only a few basic structures that are free of error. To improve in this area, the student needs to work on fundamental sentence construction, ensuring subject-verb agreement, accurate verb tenses for describing data, and correct use of prepositions and articles.

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