Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

the proportion of britsh students show that in2000 that 30% of and 20% of the students knew spanish and 15%of the student knew french thats a huge diffrents betwean 2010 becouse in 2010 35% of the students knew other language and 10% spanish and 10% french thats means by the time students knew there language and english no one eants to know other langauges becouse its less than 10 years ago and students need to know more languages to communcate with other people from diffrent countrys 10 years ago there was alot of students the knew how to speak alot of lanuges but now they are geting less becouse no one wants to learn anything new they just want to gartuet and leave for univirsty even the french and spanish it was 15% french and 20% spanish im 2000 but in 2010 its 10% its geting less by time and its so bad

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant figures, including Spanish at 20% in 2000 falling to 10% in 2010, French declining from 15% to 10%, and the 2010 figure of 35% for students with no other language. However, the response gives no clear, accurate overview of the main pattern: the share with no other language rose, while Spanish and French fell; German stayed unchanged, and the other-language categories increased. The claim that “no one wants to learn other languages” is unsupported, and the discussion of students’ motives and university plans is not shown by the charts. Some figures are also confused, such as saying 30% knew Spanish when 30% represents no other language. Focus on reporting the chart rather than explaining causes.

Coherence and Cohesion: Band 3.5

The response contains some comparisons, but the information is presented as one long, largely unpunctuated sequence, so the reader has difficulty following the changes between 2000 and 2010. Ideas also move from chart figures to speculation about students’ motivations and then back to the data, without a clear progression. Repeated links such as “becouse,” “and,” and “but” do not show the relationships between points precisely. Organise the report into a brief introduction, an overview of the main trends, and a paragraph comparing the figures. Use clear sentence boundaries and connect related data—for example, group the falling Spanish and French proportions together, then contrast them with the rise in “no other language.”

Lexical Resource: Band 4.5

You use basic vocabulary relevant to the topic, including “proportion,” “students,” “knew,” and language names, and the main subject can generally be understood. However, the range is repetitive, with “students,” “know,” and “language” used repeatedly, and several choices are imprecise for describing chart data: “knew Spanish” is less suitable than “could speak Spanish,” while “huge differences” does not accurately describe the comparisons. Frequent spelling errors, including “britsh,” “diffrents,” “communcate,” and “countrys,” also make the writing harder to read. Build a small set of accurate reporting expressions and check spelling carefully; use neutral language rather than unsupported evaluative phrases such as “so bad.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to connect ideas in longer sentences, but sentence boundaries and grammatical control are weak. For example, “the proportion of britsh students show that in2000 that 30% of and 20% of the students knew spanish” has an unclear subject–verb relationship and an incomplete phrase, while “thats means by the time students knew there language” contains faulty clause structure. Tense and agreement are also inconsistent, as in “students knew” when describing what the chart shows, and punctuation is largely absent, creating run-on sentences. Use simple, complete sentences first: “In 2000, 20% could speak Spanish. By 2010, this figure had fallen to 10%.” Then practise combining comparisons with accurate clauses and punctuation.

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