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 bar chart illustrates the data percents of England Pupils at a university in the UK. They communicate different forigen luaguages as well english, in 2000 and 2010.

Overall, it is evident that majority of students speak traditional luaguage they didn't use other luaguage.in british most popular luaguage is spanish , french and another languages had second.

It is clear that, In England tend to no other language highest around 30 % . mostly british student speak spanish language 20%.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the broad topic and includes a brief overview, noting that the largest group spoke no other language and that Spanish was prominent in 2000. However, it reports very few of the chart’s key comparisons and gives no meaningful account of how the proportions changed by 2010. The claim that Spanish, French and “another languages” were the next most popular is unclear and does not accurately summarise the figures: Spanish fell from 20% to 10%, while another language rose from 15% to 20%. The response also stops at 80 words, below the required 150, leaving the task substantially incomplete. To improve, describe both years, select several accurate figures, and state the main changes clearly.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, with an opening sentence, an overview beginning “Overall,” and a further detail introduced by “It is clear that.” This gives the reader some sense of the intended structure. However, the response is very short and the ideas do not develop into a clear comparison of the two charts. The overview and detail partly repeat the same point about students speaking no other language, while the relationship between the popularity claims is difficult to follow. Punctuation and spacing also interrupt the flow, as in “language.in british.” Use separate, clearly developed paragraphs for the introduction, overview and comparisons, and connect each figure to the relevant year.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “students,” “speak,” “Spanish,” and “20%,” so the general subject can be recognised. However, vocabulary is limited and several word-choice and spelling problems make the description less clear: “data percents” is unnatural, “forigen luaguages” is misspelled, and “traditional language” does not accurately describe the chart categories. The phrase “another languages” is also incorrectly formed. Use the chart’s precise category labels, such as “no other language,” “French only,” and “two other languages,” and choose standard reporting expressions such as “the proportion of students” or “accounted for.” Proofreading spelling and collocations would improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response attempts several sentence forms, including an opening description, an overview, and a sentence reporting a percentage. Some basic meaning is recoverable, but control is inconsistent. For example, “They communicate different …” does not form a clear grammatical description, and “In England tend to no other language highest” lacks a clear subject and verb structure. The sentence “mostly british student speak spanish language 20%” also has problems with articles, number agreement and sentence construction. Capitalisation and punctuation are inconsistent, including the lower-case sentence opening after “Overall” and the missing space after a full stop. Build accurate simple sentences first—for example, “In 2000, 30% of students spoke no other language”—then add comparisons using controlled clauses.

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