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 rendered pie charts explicit the information regarding british students who are able to speak language other than English for one decade. The data is caliberated in percentage.
overall. the maximum percentage of students who do not speak any language and least proportion of scholars who can speak Dutch only.
In 2000, the highest percentage of people who didi not able to speak other language with 30%. 20% students spoke spanish language. Moreover, 15% of French students spoke their native language. Germany and other two language were spoke by students of England.
After a decade, tutees who did not speak other language were 35%, While only a difference of 15% students spoke other languages. Two other language were spoken by students with 15%. A tiny fraction of students who are expert in speaking Spanish, French and Dutch language.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.0
The response identifies the broad subject and reports some relevant figures, including the rise in students with no other language from 30% to 35%, and the fall in Spanish from 20% to 10%. However, coverage is minimal and several details are inaccurate or unclear: Dutch is not shown in either chart, and the claim that 15% spoke French in 2000 is incorrect (the figure is 15% only in 2000? Actually French is 15% in 2000 and 10% in 2010). The overview also says the least proportion spoke Dutch, rather than identifying the actual categories and changes. The response is 12 words below the required minimum, and key comparisons such as German remaining at 10% are omitted. Include a clear overview and accurately compare the main categories.
Coherence and Cohesion: Band 5.0
There is some basic organisation: the response begins with an introduction, gives an overview, and then separates information about 2000 and 2010. This helps the reader recognise the intended time sequence. However, progression is weak because several points are incomplete or disconnected, such as “Germany and other two language were spoke by students of England,” which does not explain the figures. Linking is also limited and sometimes awkward; “Moreover” introduces a detail without clarifying its relationship to the previous point, while “After a decade” is a useful but isolated transition. Use complete, clearly grouped comparisons and connect changes across both charts, rather than listing fragments. More consistent paragraphing and clearer references to each category would make the report easier to follow.
Lexical Resource: Band 5.0
The response attempts some variety, using terms such as “proportion,” “maximum percentage,” “tiny fraction,” and “a decade.” These show an effort to avoid repeating “students” and “percentage.” However, vocabulary is often inaccurate or unnatural, which sometimes makes the meaning difficult to interpret. “Caliberated” is not appropriate for describing chart units, “tutees” does not mean university students, and “expert in speaking” is unsuitable for reporting language ability. The repeated use of “language” and imprecise phrases such as “other two language” also limit clarity. Prefer standard chart-reporting expressions and accurate category labels, such as “students speaking two other languages” or “the proportion with no additional language.”
Grammatical Range and Accuracy: Band 4.5
The response uses mostly short, simple statements, with limited evidence of controlled complex sentence structures. Frequent errors affect accuracy and sometimes make the intended meaning unclear. For example, “the maximum percentage of students who do not speak any language and least proportion of scholars who can speak Dutch only” is not a complete sentence, and “Germany and other two language were spoke” has problems with agreement and passive verb formation. There are also errors in forms and punctuation, including “students who didi not able” and the lower-case sentence opening “overall.” The final sentence is also a fragment. Practise complete subject–verb sentences and accurate past-tense reporting, then check agreement, articles, and sentence boundaries.
See this exact question answered at other band scores. The same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.