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 charts illustrates the porsontage of britich students at one collage in egland who can speak other languages between 2000 and 2010 .

overall, the student on university most of them the dont speak other language,and in 2000 the most comen language are speaking is spanish but on 2010 we see that the number of student are increases to become same persontage lke french.

the frist pie show that most of student speak just one language by 30 personte, after that we on scend spanish by 20 personte and on third we have french and another languages by 15 personte.

however on 2010 its stay the same most of peaple dont speak other language by 35 persont whlile the number i

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the charts’ subject and report several relevant figures, including Spanish at 20% in 2000, French and another language at 15%, and no other language at 35% in 2010. You also attempt an overview by noting that the largest group did not speak another language. However, the response addresses the task only minimally: it ends mid-sentence (“while the number i…”) and gives little usable comparison of the 2010 categories. The overview is also unclear, and “most of them” is inaccurate for 2000, when the no-other-language group was 30%, not a majority. The response is 122 words, below the required 150. To improve, complete the comparison and report the main changes accurately, including the fall in Spanish and French and the rise in other and two other languages.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response: an opening, an overview beginning with “overall,” and descriptions of the two years. Sequencing phrases such as “after that” and “however” also show an effort to connect information. However, progression is difficult to follow because the overview contains unclear wording, the final sentence is unfinished, and the 2010 details are not developed. Some links do not clearly express the relationship between ideas; for example, “however” introduces a point that largely repeats the previous one. Paragraphing and clearer separation of overview from specific comparisons would help. Use a simple structure—introduction, overview, then one paragraph comparing the key figures—and ensure each sentence is complete and logically connected.

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “pie charts,” “percentage,” “language,” and “speak,” and attempt comparison with phrases such as “after that” and “the same.” However, the range is basic and repetitive, and frequent spelling errors make the report harder to understand: “porsontage,” “britich,” “collage,” and “persontage.” Several phrases are also imprecise or unnatural, such as “most comen language are speaking” and “speak just one language” when the chart category is students with no other language. Build a small bank of accurate chart vocabulary and check spelling carefully. Prefer precise expressions such as “accounted for,” “the proportion,” and “the largest category,” while using the chart’s category labels consistently.

Grammatical Range and Accuracy: Band 4.5

The response attempts to form connected sentences and use time references, but grammatical control is weak and the range of structures is very limited. Errors occur in basic sentence patterns, including “The pie charts illustrates” (plural subject–verb agreement), “the number of student are increases,” and “the most comen language are speaking.” Articles and sentence construction are also problematic in “the student on university most of them the dont speak other language.” The final clause is incomplete, so the reader cannot understand the intended comparison. Use short, complete sentences first, checking subject–verb agreement, articles, and plural forms; then add a few controlled comparison structures, such as “The proportion speaking Spanish fell from 20% to 10%.”

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