Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-21

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 British students able to speak different languages other than English in era 2000.The 20% british student speak Spanish onlyand the other hand 10% student speak German only.15% students speak french in this era and also 15% students speak another languages.10% students speak two other languages.In this era 30% students speaks no other languages.So 70% students speaks different languages but 30% students speak no other languages.

In the year 2010 British students speaks different languages other than English.In this year 10% students speak Spanish and also 10% students speaks french.10% students speak German only and 15% students speak two other languages.And

20% students speaks another languages.In this year 35% students do not speak other languages.In this year many student not learn new languages.Many students speak different languages in 2000 other than English but 2010 the number of students to speaks different languages are less. So they do not interest to speak other languages.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report most of the chart figures accurately, including the rise in “No Other Language” from 30% to 35% and the changes in Spanish, French, and other languages. However, the response mainly lists figures rather than selecting and highlighting the key comparisons. It also gives an unsupported explanation that students “do not interest to speak other languages”; the charts show proportions, not students’ reasons or interest. The final comparison is unclear because the share speaking at least one other language falls from 70% to 65%, rather than showing a broad, unexplained decline in every category. Add a concise overview of the main shifts and avoid claims the charts cannot establish.

Coherence and Cohesion: Band 4.5

The response is divided into two time-based sections, so the reader can generally distinguish the 2000 figures from those for 2010. However, the progression is mostly a sequence of similar statements beginning with “In this era” or “In this year,” and the repeated use of “also” does little to show how the figures relate. The concluding comments introduce an explanation rather than bringing the main comparisons together, which weakens the overall progression. Organise the response into an introduction, a brief overview, and comparison-focused detail paragraphs. Use linking expressions such as “by contrast” and “while” to connect changes across the two years.

Lexical Resource: Band 4.5

You use relevant basic terms such as “speak,” “languages,” and “students,” and the category names make the data understandable. However, vocabulary is repetitive and some word choices or collocations are inaccurate, as in “speak different languages” when describing the chart categories and “do not interest to speak.” The phrase “another languages” also shows difficulty with word forms. A more precise range for describing charts would help you report the data clearly without repeating “students speak” in nearly every sentence. Practise expressions such as “the proportion speaking Spanish,” “remained unchanged,” and “increased from … to …,” while checking singular and plural forms.

Grammatical Range and Accuracy: Band 4.5

Most sentences use a basic subject–verb pattern, and repeated grammatical errors make the response less controlled. For example, “20% british student speak” lacks appropriate plural and verb agreement, while “30% students speaks” has both a missing determiner and an incorrect verb form. The opening fragment, “The British students able to speak … in era 2000,” also lacks a complete grammatical structure. There is little variety in sentence forms, and punctuation is inconsistent, including the run-on opening and the isolated “And” before the 2010 figures. Build accurate simple sentences first, then practise combining comparisons with “while” or “whereas.”

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