Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-11-02

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 pie chart show the proportion of british students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Fristly began with the students who do not know about another language rather then English are in 2000 with 30% and in 2010 35% with highest ratio in chart. While, people who spoke spanish in 2000 are 20% and in 2010 are 10%. Moreover, the students who spoke two other languages in 2000 are 10% or in 2010 are 15%.Furthermore, if we see at students who spoke another language are 15% in 2000 and in 2010 are 20%. Whilemore, students of England who spoke only German in 2000 are 15% and in 2010 are still same with 10%.

Overall, the ratio high people who spoke no different languages. All the colours and percentage enhance the understanding of all the pie chart.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two years and report several relevant categories, including no other language, Spanish, two other languages and another language. However, the response is incomplete and contains important data errors: German-only speakers were 10% in both years, not 15% in 2000, and the 2010 figure for French (10%) is omitted. The overview, “the ratio high people who spoke no different languages,” points to the largest category, but does not clearly summarise the main changes across the charts. The final comment about colours does not report data. The response is also 127 words, below the required 150, so the task is only partially covered. Include an accurate overview and compare the key rises and falls to develop the report more fully.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the report: an opening sentence, a paragraph listing figures, and a brief concluding overview. Some linking expressions, such as “Moreover” and “Furthermore,” help signal additional information. However, the sequence of comparisons is difficult to follow, and several transitions are inaccurate or awkward, including “While,” “Whilemore,” and “or” between figures. The overview comes after a long list rather than clearly guiding the reader through the main patterns, and the closing sentence about colours interrupts the report’s progression. Group the categories by trend—for example, those that increased, decreased or stayed stable—and use clear references to the years and categories to make the relationships easier to follow.

Lexical Resource: Band 5.0

The response uses some relevant chart vocabulary, including “proportion,” “spoke,” “percentage” and “highest,” so the reader can generally identify the intended comparisons. However, the range is limited and several word choices or collocations are inaccurate or unnatural. “Do not know about another language” does not clearly express the chart category “no other language,” while “ratio high people” and “enhance the understanding” are not suitable descriptions of the data. There are also spelling and form errors such as “Fristly” and “spanish.” Aim for precise, repeated chart language such as “the proportion of students who spoke…” and “accounted for,” and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 4.5

You attempt to connect ideas in longer sentences, for example with “who” clauses and “while,” but control is inconsistent and the range of sentence structures remains limited. The opening has a subject–verb agreement error: “The pie chart show” should be “The pie charts show.” Other problems include the incomplete construction “Fristly began with,” the unclear clause “are in 2000 with 30%,” and missing spacing after the full stop in “15%.Furthermore.” These errors make some comparisons harder to understand, although the intended figures can often still be recovered. Practise writing complete, direct comparison sentences, checking that each has a clear subject and verb, and use consistent past-tense reporting for the chart data.

See this exact question answered at other band scores. The same prompt compared across bands.

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