Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-14

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 illustrate key infromation about the amount of the UK students in one university that located in England were able to show the ability of speaking different languages, between thge year of 2000 and 2010. Units are measured in proportion.

Overall, in 2000 the largest share is German and two other languages represent less parts of the circle. In contracst, the year of 2010 has the similarity form as the last pie circle.

According to what is shown, there are no other languages considered the greater than spanish languages followed by 20% amountly, next part the relevabt French and Another languages showed equivalent to each both of it, well the rest there are 10% in Germany and Two other Languages has the same comparable.

In termes of 2010, there are no other languages is the most significant part erea which hold 35% over the quarter, the secound hightes part is Another languages

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response makes an attempt to describe both years and includes a few accurate figures, such as Spanish at 20% in 2000 and no other language at 35% in 2010. However, the main features are substantially misreported: German was not the largest category in 2000 (it was 10%, while no other language was 30%), and the overview that the charts have a similar form does not identify the key changes. The 2010 description is also unfinished, and several categories and comparisons are unclear or absent. To improve, give a clear overview of the largest categories and notable changes, then report accurate comparisons across both charts. As written, the response addresses the task only minimally, with limited and sometimes inaccurate information.

Coherence and Cohesion: Band 5.0

There is some basic organisation: the response begins with an introduction, gives an overview, and then attempts to discuss 2000 and 2010 separately. This provides a recognisable structure. However, progression is weak because the overview is vague (“the similarity form as the last pie circle”), and the body paragraphs do not consistently present information in a clear order. Phrases such as “According to what is shown” and “In termes of 2010” do little to connect specific comparisons, while the final sentence stops before completing the account. Use one paragraph for a concise overview and organise the details by meaningful categories or changes, with clear links between the figures.

Lexical Resource: Band 4.5

The response attempts task-related vocabulary, including “proportion,” “largest share,” and “significant,” but the range is limited and several choices make the meaning difficult to follow. Expressions such as “show the ability of speaking,” “amountly,” “the relevabt French,” and “the most significant part erea” are inaccurate or unnatural; spelling errors such as “infromation,” “thge,” and “secound” also reduce clarity. Some category labels are not expressed precisely, for example “German” rather than “German only.” Build a reliable set of chart-description terms and use the chart’s labels accurately. Prefer straightforward, natural phrases such as “accounted for,” “the proportion of students,” and “the second-largest category.”

Grammatical Range and Accuracy: Band 4.5

There are attempts at longer sentences and comparison, but grammatical control is weak and errors frequently affect clarity. For example, “The pie chart illustrate” has incorrect subject–verb agreement, while “the amount of the UK students … were able” has an awkward and faulty sentence structure. In “there are no other languages is the most significant part,” the verb pattern is incorrect, and “French and Another languages showed equivalent to each both of it” is difficult to interpret. Tense and number are also inconsistent across the description. Practise accurate simple sentence patterns first, then combine them with controlled comparisons—for example, “No other language accounted for 30% in 2000, rising to 35% in 2010.”

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