Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-10-15

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 charts illustrate the proportions of British students at only educational institute in England who could able to talk more languages in additionally to English over the period of decade,in 2000 and 2010.

Anoyher language and no auher language slightly increase in a decade

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response makes a limited attempt to describe the charts, but it does not provide a meaningful summary of their main features or comparisons. It mentions that “Another language and no other language” increased, which is broadly accurate: these categories rose from 15% to 20% and from 30% to 35%, respectively. However, it omits the other categories, including the notable fall in Spanish and the unchanged figure for German, and gives no overview of the overall pattern. The opening also inaccurately says “over the period of decade,” rather than clearly introducing the two years. The response is 106 words below the required minimum, leaving too little detail to address the task adequately. Report the key changes and include accurate figures for comparison.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response: an opening sentence introduces the charts, followed by a brief statement about two categories. However, the ideas are not developed into a clear summary, and the second sentence is not connected to the introduction with a clear progression. There is no overview that groups the main trends, nor are the categories presented in a logical sequence for comparison. The phrase “in a decade” gives a time reference, but it does not help organise the information further. To improve, use a short introduction, an overview of the most important changes, and a paragraph comparing the figures, with linking expressions such as “by contrast” or “while.”

Lexical Resource: Band 4.5

The response uses a small amount of task-related vocabulary, including “proportions,” “British students,” and “increase,” so the topic is identifiable. However, the range is very limited, and several word-choice, spelling, and collocation problems make the writing less clear. “Talk more languages in additionally to English” is not a natural way to describe the chart; use “speak additional languages besides English.” There are also misspellings in “Anoyher” and “auher,” which obscure the intended category labels. More precise terms such as “share,” “percentage,” “rose,” and “fell” would help describe the data accurately. Check spelling carefully, especially when reproducing chart categories.

Grammatical Range and Accuracy: Band 4.5

The response attempts a longer introductory sentence and a short statement about changes, but grammatical control is inconsistent. In “who could able to talk,” the modal “could” is incorrectly combined with “able”; write either “who could speak” or “who were able to speak.” The phrase “at only educational institute” is missing an article and has an unclear structure, while “in additionally to English” does not form a correct prepositional phrase. The second sentence lacks a full stop at the end and has no clear subject-verb structure for reporting the categories’ changes. Use straightforward, accurate sentences first, then add comparisons using structures such as “while X rose, Y fell.”

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