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 above pie char illustrate the proportion of British students at one university in England who were able to speak other language in addition to English in 2000 and 2010

In 2000 , the percentage of British sutdents who doesn't speak any languages is 30 .whereas the 15%of them are able to speak french ,

10 %of students speak German language and 20 % of learners capable to speak Spanish.Additionally,15% of children are known about another language.In the last in 2000 10%of them are in a position to speak two other language.

So, In 2010 35 %of sutdents doesn't have any idea about other languages .10%of them speak french and 10%can speak German language only. Additionally the percentage of students who were able to speak Spanish is same as frenvh and german 20%of learners speak another language however 15% are able to speak other languages .

So form the above information we can clearly see the difference in 2000 and 2010. The percentage of learners who were able to speak No other languages is more in 2010 and we can clearly see that the percentage is both increasing and decreasing in both 2000 and 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to report data from the charts, the information presented contains several inaccuracies and confusion regarding the categories, such as stating that 'the percentage of students who were able to speak Spanish is same as frenvh and german' despite differing figures in the visual data. The overview at the end is vague and fails to clearly summarise the main trends or make appropriate overarching comparisons. Ideas are limited and under-developed, and the response lacks a clear, well-supported progression of data selection. To reach a higher level, the student must accurately report specific figures from the visual data, avoid mixing up categories, and provide a clear overview highlighting the most significant trends.

Coherence and Cohesion: Band 4.5

There is some basic organisation with attempts to structure the text into paragraphs, but the response lacks a clear overall progression. Cohesive devices are used repetitively and sometimes inaccurately, such as the frequent use of 'So' and 'Additionally' at the beginning of sentences. Paragraphing is haphazard, and referencing between sentences is weak, making it difficult to follow the logical development of ideas. To improve, the student should use a wider variety of cohesive devices more naturally, ensure clear referencing, and organise the essay into distinct, logically sequenced paragraphs that separate the introduction, body details, and overview.

Lexical Resource: Band 4.5

The lexical range is limited but minimally adequate for the task. The student uses basic vocabulary related to percentages and languages, but there are noticeable errors in word choice, form, and spelling, such as 'char' instead of 'chart', 'sutdents' instead of 'students', and 'frenvh'. Inaccuracies in collocation and expression also appear, such as 'children are known about another language'. These errors occasionally cause difficulty for the reader. To achieve a higher band, the student needs to expand their vocabulary range, use less common academic terms with greater precision, and eliminate spelling and word-form errors.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of structures, relying primarily on simple sentences with frequent errors in complex structures. There are persistent errors in basic grammar, including subject-verb agreement ('the percentage of British sutdents who doesn't speak', '35% of sutdents doesn't have'), missing articles, and incorrect prepositions or verb forms ('learners capable to speak'). Punctuation is also faulty, with missing full stops and incorrect spacing around commas. These frequent errors cause strain for the reader. To improve, the student must work on foundational grammar rules, improve control over verb tenses and agreements, and attempt complex sentences with greater accuracy.

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

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