Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-23

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 graph shows students who speak other than english and the other graph shows the students who able to speak languages other than english

so showed the proportion of those students whose able to speak languages other than english ,2000

Overall the graph shows :

The 20% students able to speak Spanish

The 15% students able to speak French

The 10% students able to speak German

The 30% students speak no other language

The 15% students also speak another language

The last 10% students speak two other language

On the other hand the 2010 graph shows those students who able to speak languages other than english

Overall the graph shows:

The 10% students able to speak Spanish

The 10% students able to speak French

The 10% students able to speak German

The 35% students speak no other language

The 20% students also speak another language

The 15% students speak two other language

Now we are comparing these both 2 graphs. After completing the separate report now we are doing overall comparison

In 2000 the quantity of students are more than 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report the figures for all six categories in both years, and these match the chart, including the rise in “No Other Language” from 30% to 35% and the fall in Spanish from 20% to 10%. However, the response mainly lists figures rather than selecting and summarising the most important features. The opening is unclear about what the charts show, and the final claim, “In 2000 the quantity of students are more than 2010,” is unsupported: the charts give proportions, not the total number of students, and the claim does not accurately summarise the category changes. Add a clear overview identifying the main shifts, then compare the categories directly rather than presenting two separate lists.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: it introduces the charts, lists the 2000 figures, lists the 2010 figures, and then attempts a comparison. This gives the reader some sense of the order of information. However, the progression is repetitive and the organisation does not make the key comparisons easy to follow. Repeated phrases such as “Overall the graph shows” introduce lists rather than an overview, while “Now we are comparing these both 2 graphs” announces a comparison without actually developing one. Use clear paragraphs for an introduction, an overview, and grouped comparisons, and connect related changes—for example, the decreases in Spanish and French alongside increases in the other-language categories.

Lexical Resource: Band 4.5

The vocabulary is basic and repetitive, relying heavily on “shows,” “students,” “speak,” and “language.” Some wording makes the intended meaning less precise: “the quantity of students” suggests a total count, whereas the charts compare proportions, and “the last 10% students” is an awkward way to identify a category. There are also inconsistent forms such as “other language” when referring to multiple languages. The reader can generally identify the categories and figures, but the limited range and imprecise collocations strain clarity. Practise using task-specific terms such as “proportion,” “share,” “category,” “rose,” and “fell,” and vary reporting verbs while keeping the meaning exact.

Grammatical Range and Accuracy: Band 4.5

Most sentences use a simple pattern, and frequent errors affect accuracy and sometimes make the relationships between ideas unclear. For example, “The 20% students able to speak Spanish” is missing a verb and an appropriate article or quantifier; a clearer form is “20% of students were able to speak Spanish.” In “the other graph shows the students who able to speak,” the relative clause needs “were,” and “whose able” should be “who were able.” Agreement is also faulty in “the quantity of students are,” and punctuation and capitalisation are inconsistent. Build reliable complete sentences first, checking articles, verb forms, subject–verb agreement, and sentence boundaries before attempting more varied structures.

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