Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-10
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 pie chart shows the data about students at one university in England in 2000 and 2010. The data determines the students who can speak languages other then English.
Overall, majority of students can oly speak their native language. 30% of students can speak no other language then english. While, at second their is spanish that is spoken by 20% of students of a single university. Addiotionally, the proportion of french and another language is quite same. 15% of students speak French and 15% speak other local language in the same univesity.
The students have also ability to speak German language.
For example German language is the hard languge.
10% of students speak german language.
By keeping an eye on the pie chart, there are also two other languages that are spoken by students of a single educational institute. 10% of students in university can soeak these two local languages as well.
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 identifies the topic and reports several figures from 2000, including 30% with no other language, 20% speaking Spanish, and 15% for French and another language. However, it does not make a meaningful comparison with 2010, which is essential to summarising these two charts. It also gives no clear overview of the main changes: for example, the share speaking no other language rose to 35%, while Spanish fell to 10%, and the other-language and two-language categories increased. The comment that German is a hard language is irrelevant and unsupported by the chart. To improve, select the most important changes across both years and describe them accurately, rather than listing isolated 2000 figures.
Coherence and Cohesion: Band 4.0
The response has a basic sequence: an introduction, a general statement, and several details about language categories. This gives the reader some sense of the topic, but the progression is weak because nearly all the reported information concerns 2000 and the 2010 chart is not integrated. Linking is also awkward or repetitive, as in “Overall,” “Additionally,” “For example,” and “By keeping an eye on the pie chart.” The sentence beginning “While” is not properly connected to the preceding sentence, and the German comment interrupts the data description. Organise the body around the main comparisons between years, group related categories together, and use fewer, more precise transitions.
Lexical Resource: Band 5.0
The response uses enough topic vocabulary to communicate basic information, including “proportion,” “speak,” “native language,” and “two other languages.” However, the range is limited and some choices are inaccurate or unnatural, such as “other local language,” “single educational institute,” and “the data determines.” Repetition of “students,” “speak,” and “language” also makes the description less precise. There are noticeable spelling errors, including “oly,” “Addiotionally,” “univesity,” “languge,” and “soeak,” which reduce the clarity and control of the vocabulary. Use standard chart-reporting phrases such as “accounted for,” “the proportion who spoke,” and “increased/decreased,” and check spelling carefully.
Grammatical Range and Accuracy: Band 5.0
The response communicates some simple information, but its sentence structures are limited and errors recur. For example, “Overall, majority of students can oly speak their native language” is missing an article and has an unclear verb construction; “While, at second their is spanish” is not a complete, correctly formed sentence; and “15% of students speak French and 15% speak other local language” lacks an article before the singular countable noun. The use of present tense for figures from 2000 is also inconsistent with describing past data. There is an attempt at a longer sentence with “By keeping an eye on the pie chart,” but it does not add grammatical variety effectively. Practise accurate past-tense reporting and complete, well-punctuated sentences.
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