Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-30

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)

There are a number of people who speaks many languages. These may concern to their personality or other abilities to learn other languages. In England, People blenogs to many countries like Pakistan,India, Bangladesh etc. There are two pie charts about the students in university who speaks multiple languages.

In 2000, 30% students do not speak other language except English. 20% students can speak Spanish while 15% students are able to speak French language.As compare to french, 15% students can speak another languages like hindi, urdu, punjabi etc. The least number of students are able to speak german and two other languages. 10% are both.

In 2010, 35%students are not able to speak other language except English. While 10%, 10%, 10% are spoken by spanish, French, German languages respectively. 15% students are able to spoke two other languages. On the other hand 20% students are able to speak other languages like urdu, hindi, suraiki etc

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report several relevant figures accurately: for example, the share speaking no other language rises from 30% to 35%, Spanish falls from 20% to 10%, and “another language” increases from 15% to 20%. However, the response does not give a clear overview of the main changes across the two charts, and it mostly lists categories rather than comparing the overall pattern. The opening comments about people’s personalities and residents from Pakistan, India and Bangladesh are not supported by the charts; the examples of Hindi, Urdu and Punjabi are also invented, since the chart gives no specific languages for “another language.” To strengthen the report, remove speculation and summarise the key contrasts, including the rise in students speaking no other language and the decline in Spanish and French.

Coherence and Cohesion: Band 5.0

The response has a basic chronological arrangement: it discusses 2000 first and then 2010, and phrases such as “In 2000,” “In 2010” and “On the other hand” help signal movement between points. However, there is no distinct overview, and the opening moves from general claims about people and countries to the charts without a clear connection. Within each year, figures are presented as a list, so comparisons between years are not developed into a clear progression. Some linking is also awkward or repetitive, particularly the repeated “students are able to speak” construction. Organise the report into an introduction, a concise overview, and two comparison-focused detail paragraphs; use links such as “by contrast” to connect changes across years.

Lexical Resource: Band 4.5

You use basic vocabulary relevant to the topic, including “pie charts,” “students,” “speak,” and language names, so the main subject is generally understandable. However, the range is limited and several word choices or collocations are inaccurate: “concern to their personality,” “As compare to french,” and “the least number” do not express the intended meanings naturally. “Other language” is repeated frequently, and the unsupported examples of “hindi, urdu, punjabi” and “suraiki” reduce the precision of the report. Use chart-focused terms such as “proportion,” “share,” “category,” and “accounted for,” while keeping labels faithful to the visual. Check spelling and capitalisation of language names, including French, German and Spanish.

Grammatical Range and Accuracy: Band 4.5

The response mainly uses simple statements and attempts a few longer structures, but grammatical errors are frequent and sometimes make the relationships between ideas unclear. For example, “There are a number of people who speaks” has subject–verb disagreement, while “30% students do not speak other language” is missing articles. The phrase “15% students are able to spoke” combines an incorrect verb form with a missing article, and “While 10%, 10%, 10% are spoken by…” uses an unsuitable passive construction. Sentence boundaries and punctuation are also inconsistent, as in “French language.As compare.” Practise accurate percentage structures (“15% of students can speak…”) and vary them with controlled comparisons, checking agreement, articles, verb forms and punctuation.

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