Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

The pie charts illustrate the proportions of British students at one university in England.The students speaks diffrents languages French , German and Spanish and also other languages time period from 2000 and 2010.

Overall we can see the students speaks english languages and other students speak spanish and french. Mostly students talk in university in our languages like if students in spanish then students talk with students try in spanish.

The year in 2000 British students able to speak higher students talk with other students talks in no other languages mean talk with students in english. The other students 20% speaking in spanish.Whereas the French and Two other languages to high percentages.German languages was speaking 10% only.

The year 2010 was students speaking in univarsity mostly students speaking in english whereas the spanish and french.Other languages students talking with other students our languages. If stuents is germans then he was talk to other students in our language talk with german languages.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify the topic and mention several relevant categories, including Spanish, French, German and students speaking no other language. However, the response does not give a clear, accurate summary of the main changes. It correctly notes that Spanish was 20% in 2000 and German was 10%, but the 2010 figures are not reported, and the claim that French and “Two other languages” had high percentages in 2000 is misleading: both were 10–15%, while no other language was the largest group. The overview also introduces unsupported ideas about students talking to one another. To improve, select the largest categories and the key shifts: no other language rose from 30% to 35%, while Spanish fell from 20% to 10%. (Ten words copied from the task prompt were not counted.)

Coherence and Cohesion: Band 4.0

There is an attempt to organise the response into an opening, an overview and separate paragraphs for 2000 and 2010. The time markers “The year in 2000” and “The year 2010” help signal the intended sequence, and “Whereas” shows an effort to compare. However, the progression is difficult to follow because several sentences repeat the idea of students speaking or talking, and the discussion shifts to imagined conversations rather than chart information. Connections between categories and years are often unclear, especially in the final paragraph. Use one paragraph for a concise overview and one for the main comparisons, linking each figure directly to its year and category. This would make the organisation more coherent and reduce repetition.

Lexical Resource: Band 4.5

You use some task-related vocabulary, such as “proportions,” “languages,” “percentages” and “higher,” so the reader can recognise the general subject. However, the range is limited and several phrases are repetitive or imprecise, particularly “students talk with other students” and “our languages,” which do not describe the chart data. There are also spelling errors such as “diffrents,” “univarsity” and “stuents,” and awkward collocations such as “speaking in spanish.” These choices sometimes make the intended meaning difficult to understand. Build a small set of accurate chart-reporting expressions, such as “accounted for,” “the proportion of students,” “rose to” and “fell to,” and use the category labels consistently.

Grammatical Range and Accuracy: Band 4.5

The response attempts a few different sentence forms, including a comparison beginning “Whereas” and time-based statements about 2000 and 2010. However, control of basic sentence structure is inconsistent. For example, “The students speaks” has subject–verb disagreement, while “The year in 2000 British students able to speak higher students talk” lacks a clear grammatical structure. Articles, plurals and verb forms are also unreliable, as in “German languages was speaking 10% only.” Punctuation and sentence boundaries need attention: the opening joins sentences without a space, and several fragments are separated only by full stops. Practise writing short, complete sentences with a clear subject, verb and figure before attempting longer comparisons.

See this exact question answered at other band scores. The same prompt compared across bands.

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