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)

Languages are the used to communiate with the persons living in the country.Every country speaks ots own language like the peple living in london speak English but people are learning more than one languages at a time .people are becoming bilingual it means tehy can speak more than one languages. So, lets start there was a survey conducted from 100 students and tehy were asked how many languages they know and it was conducted in 2000.The results of the survey was 30 percent of the students know only their mother langauge and they dont know any other langauge, 20 percent speak spanish and 15 percent french.After 10 years the same survey was conducted but the resuls was different now from the survey conducetd 10 years ago now the percentage for the people who dont know other languages have increased and the people are learning french more rather then germany if compared from the past surveys.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response includes a few relevant figures for 2000, such as 30% speaking no other language, 20% speaking Spanish and 15% speaking French. However, it only minimally reports the charts: it gives no clear overview of the main changes and omits several important categories and most 2010 figures. The claim that students were surveyed “from 100 students” is not stated in the visual, and the suggestion that students were learning French more than German is inaccurate: French fell from 15% to 10%, while German remained at 10%. The statement that the proportion speaking no other languages increased is accurate, but needs precise support. Focus on describing the chart rather than introducing general comments about language and bilingualism.

Coherence and Cohesion: Band 4.0

There is a basic chronological sequence: the response describes 2000 and then moves to the results “After 10 years.” This gives the reader some sense of progression. However, the ideas are not arranged in clear report-style paragraphs, and the opening discussion about languages and bilingualism delays the chart information. Several points are joined into long sentences with repeated “and,” while “So, lets start” and “After 10 years” do not create clear links between comparisons. Organise the response into an introduction, an overview of the main trends, and focused details for each year. Use linking expressions to compare figures directly, rather than relying mainly on time markers.

Lexical Resource: Band 4.5

The response uses basic vocabulary relevant to the topic, including “percentage,” “survey,” “speak,” and “increased,” so the general subject can be understood. However, the range is repetitive and some choices are inaccurate or informal for an academic chart summary. Phrases such as “know only their mother language” and “learning French more rather then germany” do not precisely describe the data, and “lets start” is conversational. Spelling errors, including “communiate,” “langauge,” and “resuls,” also reduce accuracy. Build a small set of precise chart-reporting expressions and use them consistently, such as “accounted for,” “remained unchanged,” and “the proportion of students speaking…”

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentences and uses past-tense forms to describe the survey, but grammatical control is weak and errors are frequent enough to make parts difficult to follow. For example, “Every country speaks ots own language” has faulty agreement and possessive form, while “The results of the survey was” has subject–verb disagreement. The sentence beginning “After 10 years” also combines several ideas without clear sentence boundaries, and punctuation is often missing after full stops. Use shorter, complete sentences first, checking subject–verb agreement and past-tense consistency. Then add controlled comparison structures, such as “The figure rose from 30% to 35%, whereas the proportion for French fell.”

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