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)

The chart shows percentage of British students at a university in England. Who are able to speak other languages in addition to English.The lauguages mention in the chart that British students can speak are French, Geman,Spanish and one or two other languages than these three.

In 2000 the large percentage of British students at this university spoke no other languages than English. The percentage of students who can't speak no other language than English increased from 30% to 35. British student who speak Spanish as a second laugauge is the highest percentage 2000s as a second laugauge . However this number decreased to 10% in 2010. French and another lauguage in 2000s proportion 15% but French percentage by 5%. Another lauguage percentage increased by 5% in 2010. German and Two other lauguages in 2000 speakers were 10%. However in 2010 Two other lauguges speakers increased bt 5% from 10% percent

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant features, including the rise in students speaking no other language (30% to 35%), the fall in Spanish (20% to 10%), and increases for another language and two other languages. However, the account is incomplete and some comparisons are unclear: for example, French falls from 15% to 10%, but “French percentage by 5%” does not state the 2010 figure. The overview is also weak; it would help to summarise that the no-other-language group was largest in both years and that Spanish declined while several other categories rose. The response is 142 words, below the 150-word minimum; the nine words copied from the prompt are not counted. Develop the key comparisons more fully and check each figure against the chart.

Coherence and Cohesion: Band 4.0

The response follows a basic time sequence, moving from an introduction to 2000 and then changes by 2010, and words such as “However” and “from…to…” show an attempt to connect comparisons. Nevertheless, the ideas are not arranged into clear paragraphs, and several sentences combine multiple points without a clear progression. The opening sentence is fragmented after “English,” while the final sentence trails off without a full stop. Repeated references to “percentage” and “in 2010” also make the account feel list-like. Use a short introduction, a clear overview, and separate detail paragraphs grouping the categories that rose and fell; make each comparison complete before moving to the next.

Lexical Resource: Band 4.5

You use some task-relevant terms, including “percentage,” “increased,” “decreased,” and “proportion,” so the reader can recognise the main topic and several trends. However, vocabulary is basic and repetitive, and inaccurate word forms or spelling sometimes strain understanding: “lauguage/lauguges,” “Geman,” and “bt” appear, while “speak no other languages than English” is an awkward way to describe the category. Phrases such as “the highest percentage 2000s” and “French percentage by 5%” are also imprecise. Build a small set of accurate chart-reporting expressions and use them consistently, such as “accounted for,” “the largest share,” and “rose/fell by five percentage points.”

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and comparisons, including “increased from 30% to 35” and “decreased to 10% in 2010.” However, grammatical control is uneven, and errors frequently make sentences difficult to follow. The opening has a sentence fragment (“…English.The lauguages…”), and “British student who speak Spanish… is” has problems with number agreement and sentence construction. The phrase “students who can't speak no other language” uses a confusing negative structure, and several clauses lack clear punctuation or complete endings. Practise forming complete sentences with a clear subject and verb, and check agreement, articles, and punctuation. For example: “The proportion of students speaking no other language rose from 30% to 35%.”

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