Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-06
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 charts tell us about the percentage of people who speaks other languages along with English at one university in England. If we go in detail the thirty percentage of people donot speak other languages, however, twenty percentage of people speak Spanish and 15 percentage speak french along with this ten percentage speak German. Furthermore, ten percent people speak two other languages which are not mentioned in flow charts and fifteen percentage speak an other language. If we compare it that which language were spoken most from 2000 to 2010, it was spanish after english. Third most spoken language was french fifteen percentage along with an other language which is not mentioned. German along with two other languages were also spoken ten percenatege. This paragraph give information of spoken languages in a university of England that clearly states that English was the most spken language there in addition people also knew other languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.5 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 3.5
The response only partially addresses the task and lacks a clear, structured approach to summarizing the visual data. While the student attempts to present some figures from the charts, the reporting is confused and fails to provide a coherent overview of the main trends or comparisons between 2000 and 2010. For instance, the student states that thirty percentage of people do not speak other languages in 2000, but struggles to accurately contrast this with the 2010 data. Furthermore, the description of languages like Spanish, French, and German is disorganized and mixes details from both years without clear temporal boundaries. Ideas are limited and under-developed, and the response lacks selection and clear reporting of the primary features, reflecting the characteristics of a partial approach to the prompt.
Coherence and Cohesion: Band 4.0
The text shows some organization with basic sequencing links such as 'If we go in detail', 'Furthermore', and 'If we compare it', but there is no clear overall progression. Paragraphing is poorly handled, as the entire response is clumped into one long, continuous block of text rather than being divided into a proper introduction, body paragraphs, and an overview. Cohesive devices are repetitive and sometimes mechanical, and referencing is often unclear, making it difficult for the reader to follow the flow of information between the two time periods. To improve, the student needs to group related data into logical paragraphs and use a wider variety of transitional markers to guide the reader smoothly through the comparisons.
Lexical Resource: Band 5.0
The vocabulary used is limited and repetitive, relying heavily on basic terms and phrases such as 'percentage of people', 'speak other languages', and 'not mentioned'. There are noticeable lexical errors, such as 'percenatege' (spelling), 'spken' (spelling), and awkward word choices like 'If we go in detail' instead of 'in detail'. The student attempts basic descriptive language, but the range is restricted to simple terms directly lifted or minimally adapted from the prompt. Spelling and word-form errors occur with enough frequency to cause some difficulty for the reader, though communication of the basic topic is still achieved.
Grammatical Range and Accuracy: Band 5.0
The response exhibits a very limited range of sentence structures, relying mostly on simple or faulty complex sentences. There are frequent grammatical errors, particularly with subject-verb agreement (e.g., 'percentage of people who speaks' instead of 'speak', 'thirty percentage of people donot speak'), missing articles, and awkward prepositional phrases. For example, sentences like 'This paragraph give information' demonstrate errors in verb inflection. Attempts at complex clauses result in inaccurate structures that can cause difficulty for the reader. To reach a higher level, the student must demonstrate better control over basic grammatical agreements, verb forms, and punctuation.
See this exact question answered at other band scores. The same prompt compared across bands.
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