Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-20

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 two pie charts provide information about the percentage of students at unviersity in england eho were speak other languages in addtition to engilsh in given the period. There were three specific languages.

Overall, It is obsereved that Engilah language was highest both of years. Spanish only the second highest in 2000. While, French and spanish were lowest in 2010. Two pie charts show relatively little change over the period.

First of all, Engilsh language was highest stood both of years approximetly 30%. In 2000 spanish language second highest around 20 percent. while, spanish and french were dropped slightly to 10%. Another speech was recorded at 15%. However, German slang ostood only of 10 raiso. compared to two other specch.

To begin with, French and Another languages were second higher around 20% in 2010. while spanish and french were lowest nearlly 10%. compered to two other languages was 15 %. Furthermore, National geman language spoken only 10 percentage.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the charts as comparing two years and include several relevant figures, such as Spanish at 20% in 2000 and German at 10% in both years. However, the overview is inaccurate: English is not a category in the charts, and the largest group in both years was students speaking no other language (30% and 35%). The claim that the charts show “relatively little change” also overlooks the notable fall in Spanish and rise in the no-other-language group. Some figures are reported unclearly or assigned to the wrong comparison, and the response does not clearly summarise the main shifts across all categories. Focus on the chart’s actual categories and give a concise, accurate overview before selecting key details.

Coherence and Cohesion: Band 4.5

The response has an opening, an overview, and two detail paragraphs, so there is an attempt to organise the information. However, the progression is difficult to follow because the paragraphs repeat points: Spanish and French being around 10% in 2010 is mentioned more than once, while the first detail paragraph also mixes figures from both years. Connectors such as “First of all,” “However,” and “To begin with” do not always show a clear relationship between the information that follows. Some sentence fragments and unclear references further interrupt the flow. Group the data by year or by the largest changes, and use linking phrases only where they clarify a comparison.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “percentage,” “pie charts,” “dropped,” and “compared to,” which helps convey the general subject. However, the range is basic and several inaccurate or misspelled expressions make the meaning hard to recover, for example “Engilsh language,” “German slang,” “Another speech,” and “two other specch.” “There were three specific languages” is also misleading because the charts show several categories, including students speaking two other languages and those speaking none. Use precise chart language such as “category,” “share,” “accounted for,” and “rose/fell,” and check spelling carefully. Avoid describing the categories as languages when they refer to groups of students.

Grammatical Range and Accuracy: Band 4.5

There is an attempt to use both simple statements and comparisons, but sentence structures are very limited and errors frequently obscure the intended meaning. For example, “students … eho were speak” has an incorrect verb construction, while “Engilsh language was highest stood both of years” lacks a workable sentence structure. The fragments beginning “While” and “compared to” are not joined to complete clauses, and punctuation and capitalisation are inconsistent, as in “Overall, It” and “while” after a full stop. Practise clear patterns such as “The proportion speaking Spanish fell from 20% to 10%” and “German remained unchanged at 10%.” Accurate simple sentences should come before more complex comparisons.

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