Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

The pie chart below illustrate the propostion of british students at one university in England who can speak other language alongside with english, between 2000 and 2010. this chart will show how much students were able to other language but they all were able to speak english.

overall, in England university the majority of the student was not able to speak ather language, however, few were able to speak to ather language.

Nearley 30 percent of the students were not speaking ather language. 20 -ercent of the students spoke spanish language. if we look at the french speakers they aere only 15 perncent and other one 15 percents students were who understood other languages. Some students spoke more than two languages but their percentage was quite low which only 10 percents. few more students who were able to spoke german language which 10 percents too.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You identify the charts’ topic and report several 2000 figures, including 30% with no other language, 20% speaking Spanish, and 10% speaking German or two other languages. However, the response does not compare the two years: it gives almost no information about 2010, where the no-other-language group rose to 35%, Spanish and French fell, and the other-language categories increased or stayed level. The overview is also inaccurate: saying the majority could not speak another language is not supported, since that group was 30% and 35%, not a majority. The response is 136 words, below the 150-word minimum. Include a clear overview and accurate comparisons across both charts, and develop the key features.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: an introduction, an overview, and then details about language groups. This gives the reader some sense of organisation, and phrases such as “if we look at” signal a move to another detail. However, the overview is not clearly separated from the introduction, and the body presents figures in a loose list rather than grouping them into meaningful comparisons. There is no progression from 2000 to 2010, and repeated references to “students” and “other language” make the links between points unclear. Use distinct paragraphs and organise the details by changes between years, with accurate linking phrases such as “by contrast” or “while.”

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “percentage,” “spoke,” “majority,” and “languages,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate or repetitive: “speak other language alongside with English,” “understood other languages,” and “more than two languages” do not accurately express the chart categories. Spelling errors such as “propostion,” “Nearley,” and “ather” also reduce clarity. Aim to use precise labels from the chart, for example “no other language,” “French only,” and “two other languages,” and vary reporting verbs with accurate choices such as “accounted for” or “represented.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, and the main topic can usually be understood. However, control is inconsistent. The opening has subject–verb disagreement in “The pie chart … illustrate,” while “the majority of the student was” also has an agreement problem. Several clauses are awkwardly formed, as in “Some students spoke more than two languages but their percentage was quite low which only 10 percents.” Capitalisation and punctuation are also inconsistent, including lowercase sentence openings and missing commas or full stops. Practise accurate subject–verb agreement, articles, and complete clause structures; then check each sentence for a clear subject and verb before submitting.

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