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 illustrate the proportions of British students at one university in England who were able to speak other language in addition to English in 2000 and 2010.

The firstly chart shows the % of British students able to speak languages other than English, 2000.

The one side of chart is here countries language in addition other language(s) spoken.

First of all defined to no oher language as black shade is 30% on chart and secondly French only is right side white shade is 15% furthermore the thirdly the German only its line draws 10% in addition the next is Spanish only its top side black shade upto 20% and the second last option is other language its left side white space is here from 15% and the last option is two other language is left side of spanish is only 10%.

The other chart represent the % of British students able to speak language other than English, 2010.

The firstly shows the no other language its percentage is 35% moreever, french only and spanish only is 10% in both percentages and the thirdly German only its percentage upto 10% same as french and spanish in addition last one option is Another language is white shade is 20% and the last option is two other languages is upto 15%.

They compared to the percentage of British students able to speak languages other than English in the year of 2000 and 2010.

In the year of 2000 is the spanish and French % is higher than the year of 2010 and german language is equall in both years and the another language is less than the year of 2010 and the last is two other language is less than the year of 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify both years and report several key figures accurately: for example, no other language rises from 30% to 35%, German remains at 10%, and Spanish falls from 20% to 10%. You also note that “another language” and “two other languages” increase. However, the response lacks a clear, concise overview of the main pattern before the detailed figures; the opening mainly repeats the task. Much of the description is difficult to interpret, especially the references to “black shade,” “white space,” and chart positions, which do not help summarise the data. The comparisons are mostly listed rather than synthesised, and some categories are described repetitively. A stronger response would foreground the overall shifts and then support them with selected, clearly expressed comparisons.

Coherence and Cohesion: Band 5.0

The response has a basic chronological structure: it describes the 2000 chart, then the 2010 chart, and ends with a comparison. This gives the reader some sense of how the information is organised. However, progression within paragraphs is weak, and the repeated sequence markers—“firstly,” “secondly,” “thirdly,” “the next,” and “the last”—make the account mechanical rather than logically connected. Several sentences combine multiple details without clear relationships, while the final comparison repeats information already given. References such as “the one side of chart” and “its” are not always clear. Grouping the main changes into a concise overview and a small number of comparison paragraphs, with more precise linking, would improve the flow.

Lexical Resource: Band 4.5

You use relevant chart vocabulary, including “proportions,” “percentage,” “represent,” and category labels such as “French only” and “two other languages.” This allows the reader to recognise the subject and many of the data points. However, the range is limited and several phrases are inaccurate or unnatural, including “countries language,” “its line draws 10%,” “upto,” and “the percentage … is higher.” Repetition of “option,” “chart,” and “language” also makes the description less precise. Spelling errors such as “oher,” “moreever,” and “equall” further reduce clarity. Practise standard expressions for describing proportions and changes, and use the chart’s category names consistently rather than describing colours or positions.

Grammatical Range and Accuracy: Band 4.5

There are attempts to form longer sentences and connect details with words such as “furthermore” and “in addition,” but control is weak and most sentences contain grammatical problems. For example, “The chart illustrate” has subject–verb disagreement, while “The other chart represent” repeats this issue. Articles and sentence structure are also problematic in “The one side of chart is here,” and the final comparison, “In the year of 2000 is the spanish and French % is higher,” is difficult to follow because the clause structure is incomplete. Plural forms and agreement are inconsistent, as in “two other language.” Use straightforward sentence patterns first, check subject–verb agreement and articles, and separate each comparison into a complete sentence with accurate punctuation.

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