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 pie chart illustrates of british students able to speak languages other than english, 2000 fron to 2010.

Overall, it is clear that high pie chart (no other language) from 2000 to 2010 in 30 and 35. Moreover, the less chart of the german language in 2000 from 2010 in same percentage.

At a glance, the spanish is a 20 in 2000 and other language is a 15 and 2010 in a 20. To instance, the french 2010 in a 10 and two other languages is a 15 .

However, the spanish language in 20 percent in 2000 and incoming 10 years is a 10 percent less. Along with that, the another languages is 15 percent only and after ten years is r5 percent increase only. this is a last of the no ther languages in 2000 from 2010 is a

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant figures, including the rise in students reporting no other language (30% to 35%), the fall in Spanish (20% to 10%), and the increase in another language (15% to 20%). However, the response is incomplete: it ends mid-sentence (“in 2000 from 2010 is a”), and the overview does not clearly summarise the main pattern across both charts. Some comparisons are mentioned without enough explanation, while French and the unchanged German figure are not fully reported. The required minimum of 150 words is also not met; the response contains 141 words. To improve, complete the report and give a concise overview, then compare the main categories accurately and systematically.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response with an opening, an overview, and later details, and phrases such as “Overall,” “At a glance,” and “However” signal stages in the report. However, the information does not progress in a clear, controlled order: figures are introduced, revisited, and repeated, particularly the Spanish percentage. Connections between ideas are often difficult to follow, as in “the less chart of the german language in 2000 from 2010 in same percentage.” The final sentence is unfinished, which leaves the report without a proper conclusion to its comparisons. Group the figures by category or by change, use clear comparison sentences, and ensure each paragraph develops one purpose.

Lexical Resource: Band 4.5

The response uses some task-relevant vocabulary, including “percentage,” “increase,” “same percentage,” and the language-category names, so the reader can recognise the subject. However, the range is basic and several phrases are inaccurate or unnatural, such as “high pie chart,” “the less chart,” and “incoming 10 years.” These choices make some comparisons hard to interpret. There are also spelling and word-form problems, including “fron,” “r5,” and “ther,” alongside inconsistent capitalisation of language names. Use precise chart-reporting expressions such as “accounted for,” “rose from,” and “remained unchanged,” and check spelling and category labels carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt a few different sentence openings and some comparison structures, for example “Overall, it is clear that…” and “Along with that…”. Nevertheless, sentence patterns are very limited, and frequent errors in articles, word order, prepositions, and verb forms make many statements difficult to understand. Examples include “illustrates of british students,” “the spanish is a 20,” and “the french 2010 in a 10.” The final clause is incomplete, and punctuation and capitalisation are inconsistent. Practise complete subject–verb sentences such as “The proportion speaking Spanish fell from 20% in 2000 to 10% in 2010.” Then vary these with accurate clauses using “while” or “whereas.”

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