Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

There is a pie chart that describe some students who can speak languages other than English. There are a gap between 10 years in 2000 to 2010. In this chart, it shows six types of student who speak any language and a type including in six, they are not able to speak any language other than English. The largest percentage of students are going to in this category. There are 20% students who can speak in Spanish and it is the largest portion among other spoken languages. Two portion are similar percentage which is 15 percent and they are French and Any other language. The small portion in this chart is 10 percent additionally the languages are German and two other languages. In the British Students, majority are not focus to speak in any different language and There second language is Spanish rather than English is the first one. The ten years of one university's student in England, Almost 70% students are capable in speaking different types of languages in addition to English.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the charts’ general subject and report several figures for 2000, including Spanish at 20%, French and another language at 15%, and German and two other languages at 10%. However, the response does not adequately compare the two years: it gives almost no accurate account of the 2010 figures or how the proportions changed. The statement that “Almost 70%” could speak different languages is also unclear and conflicts with the chart, where 65% spoke at least one other language in 2000 and 65% did so in 2010. An overview is attempted through comments about the largest category and Spanish, but it is not clearly grounded in both charts. Select the main changes and state them accurately to make the summary more complete.

Coherence and Cohesion: Band 3.5

The response follows a basic sequence, moving from an introduction to details about language categories and then a concluding comment. This gives the reader some sense of the topic, and phrases such as “In this chart” and “The ten years” attempt to connect ideas. However, there is no clear paragraphing or sustained progression from an overview to a comparison of 2000 and 2010. Several points repeat the same idea about students speaking other languages, while the final sentence introduces a broad claim without explaining its relationship to the figures. Some references, such as “this category” and “they,” are not immediately clear. Organise the response into an overview and focused comparison paragraphs, using clear links between the years and categories.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing charts, including “percentage,” “largest portion,” “category,” and “capable,” and the reader can generally identify the language groups being discussed. However, the range is limited and several phrases are unnatural or imprecise, such as “a gap between 10 years,” “Two portion are similar percentage,” and “majority are not focus to speak.” These choices sometimes make the intended comparison difficult to follow. Repeated use of “portion” and “speak” also limits variety. Build a more precise set of chart-description expressions, such as “proportion,” “accounted for,” “increased,” and “declined,” and check that each phrase fits the meaning you intend.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, and some basic information is conveyed successfully, for example, “There are 20% students who can speak in Spanish.” However, errors in sentence structure, agreement, articles, and verb forms occur frequently enough to affect clarity. Examples include “There are a gap,” “a pie chart that describe,” and “Two portion are similar percentage.” The sentence beginning “The largest percentage of students are going to in this category” is particularly difficult to interpret because its structure is incomplete or faulty. Capitalisation is also inconsistent, as in “British Students” and “There.” Practise accurate comparative sentence patterns, such as “The proportion speaking Spanish fell from 20% to 10%,” and check subject–verb agreement and sentence boundaries.

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