Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-18

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 below illustrates, the number of British students at one university in England who were able to speak other languagets in addition to English, in 2000 as well as 2010.

Overall this report reveals, the comparison between proportions of British students at one university in England in speaking languages. This report shows, that the highest percentage of British students who were able to speak no other language about 30% and second rank of British students who were able to speak other language Spanish about 25% in 2000 at one university in England. Moreover the lowest number of British students who were speak German and two other languages about 10% 2000.

In addition, in 2010 35% British students were able to spoke no other language and it was the highest number of students at one university in England.As well as, the smallest number of British students who were able to spoke other languages Spanish, German and French in 2010 about 10% .

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the two years and note that “no other language” was the largest category in both, which is a relevant main feature. However, the report is incomplete and contains a key data error: Spanish was 20% in 2000, not about 25%, and the 2010 figures for Spanish, French and German were each 10%. You also omit the increases in “another language” (15% to 20%) and “two other languages” (10% to 15%), as well as the falls in Spanish and French. The response is 139 words, below the required 150; 23 words copied from the prompt were excluded from the count. Add a concise overview and accurate comparisons to cover the chart more fully.

Coherence and Cohesion: Band 5.0

The response has a basic sequence: an introduction, a summary of 2000, and then a paragraph about 2010. This gives the reader some sense of how the information is organised. However, there is no clear progression in the comparisons, and the repeated framing—“This report reveals” and “This report shows”—does not help connect the data. Linking phrases such as “Moreover” and “In addition” are used, but the relationships between categories and years remain unclear. Grouping the figures by increases, decreases and unchanged categories would make the comparison easier to follow. Use paragraphing to separate the overview from the detailed comparisons.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportions,” “percentage,” and “highest,” and the reader can generally identify the categories being discussed. However, the range is limited and several expressions are repetitive or imprecise, such as “number of British students” when the chart reports percentages. Phrases like “second rank” and “smallest number” are not natural choices for describing pie-chart proportions. There is also a spelling error in “languagets.” Aim for precise chart language and vary how you describe changes and comparisons. For example, use “accounted for” or “represented” when reporting a share, and “rose” or “fell” when comparing years.

Grammatical Range and Accuracy: Band 4.5

The response attempts longer sentences and uses time references to distinguish 2000 from 2010, but grammatical control is weak and errors frequently affect fluency. Examples include “students who were speak,” “were able to spoke,” and “35% British students,” where verb forms or sentence structure are incorrect. Commas also interrupt clauses unnecessarily, as in “Overall this report reveals, the comparison,” and there is no space after the full stop in “England.As.” Most sentences follow a similar simple pattern, so the range is limited. Practise accurate past-tense forms and complete sentence structures, and check punctuation and spacing when proofreading.

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