Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-16

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)

Information about the ratio of British students, who were speak other languages with include English of one university in England in years 2000 and 2010 is depicted by the pie chart.

Overall, it can be seen that the ratio of students, who do not know other language major in both the years and the proportion remain equal of those students, who speak German.

Scrutinizing deeper into the pie chart, it can be clearly seen that the proportion of students expanded about 5% in another language and two other languages. The sum of ratios of those people, who speak French and Spanish in 2010 was equal to the ratio of students, who speak Spanish in 2000. Sum up of proportion of Spanish, French and German in 2010 is the total of the proportion of students, who do not

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the two years and report several relevant comparisons, including the rise in “another language” and “two other languages” and the unchanged German figure. However, the response only minimally covers the charts: the overview is brief, and several key figures are missing. The claim that students with no other language were the largest group is accurate, but the statement that French and Spanish together in 2010 equalled Spanish in 2000 is incorrect: 10% + 10% equals 20%, matching the 2000 Spanish figure, so this comparison is accurate; however, the final comparison is cut off and cannot be assessed. The response also contains only 137 words, below the 150-word minimum. Include a complete overview and report the main changes with accurate figures.

Coherence and Cohesion: Band 4.5

The response has a basic paragraph structure, moving from an introduction to an overview and then to details. This gives the reader some sense of organisation, and phrases such as “Overall” and “Scrutinizing deeper” signal a shift in focus. However, progression is limited: the final sentence stops at “who do not,” leaving an idea unfinished, and the comparisons are not grouped or developed clearly. Some linking phrases, such as “Sum up of proportion,” do not make the relationship between figures easy to follow. To improve, organise the details into a clear comparison of 2000 and 2010, use straightforward links such as “by contrast” or “whereas,” and ensure every sentence is complete.

Lexical Resource: Band 5.0

You attempt some task-appropriate vocabulary, including “proportion,” “depicted,” and “expanded,” and you use terms related to the chart rather than relying entirely on basic language. However, the range is limited and several word choices or collocations are noticeably inaccurate, which sometimes makes the meaning difficult to interpret. For example, “the ratio of British students” is less suitable than “the percentage of British students,” while “the proportion remain equal” is not a natural way to describe an unchanged figure. “Speak other languages with include English” also obscures the intended meaning. Aim for precise chart language and familiar collocations, such as “accounted for,” “rose by,” and “remained unchanged.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including a sentence beginning “Overall” and a comparison using “who speak French and Spanish.” However, complex structures are often faulty, and errors occur frequently enough to make some sentences difficult to understand. Examples include “students, who were speak,” where the verb form is incorrect, and “the proportion remain equal,” where subject–verb agreement and tense are not controlled. The final sentence is incomplete, so its grammatical relationship cannot be followed. Practise building accurate sentences with a clear subject and verb, for example: “The proportion of students speaking German remained at 10%.” Check verb forms, agreement, and sentence completion before submitting.

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