Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-11-03

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 depicts the percentage of british childrens at the university in uk who were able to the speak the spanish, french,german and other language in 2000 to 2010.

overall, the british students able to speak language other then english in 2000. most childer to speak spanish and french lnguage. while, to the speak no other language. The childer spack spanish 20% on the other hand, they speak french is 15% in 2000. No other speak language 30% in 2000.where able to speak two other languages.

furthermore,spanis and french is 10/10%in the year of 2010.While the germanis 10% where as no other language is 35% in this year. Then 20% another language and ableto speak two other language15% in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You include several relevant figures, such as Spanish at 20% and French at 15% in 2000, and the 2010 figures for no other language (35%) and another language (20%). However, the response only minimally summarises the charts: the overview is unclear and does not accurately identify the main change, which was the rise in students speaking no other language and the decline in Spanish. Some statements are incomplete or confusing, including “overall, the british students able to speak language other then english in 2000” and “where able to speak two other languages.” The response also falls 29 words short of the required minimum. To improve, give a clear overview and compare the main categories across both years, ensuring every sentence reports a complete, accurate point.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response by year: you discuss 2000 first and then introduce 2010 with “furthermore.” This gives the reader some sense of the chart’s time sequence. However, the response has no clear paragraph structure, and the ideas within the 2000 section are difficult to follow because figures and comments are joined without clear relationships. Connectors such as “while,” “on the other hand,” and “then” are used inaccurately or without a clear contrast, so they do not reliably guide the reader. For example, “No other speak language 30% in 2000.where able to speak two other languages” is hard to interpret. Use separate overview and detail paragraphs, and group related figures into complete comparisons.

Lexical Resource: Band 4.5

The response uses a small set of relevant chart terms, including “percentage,” “no other language,” and “two other languages,” so the topic is generally recognisable. However, vocabulary is basic and repetitive, and frequent spelling and word-choice problems make parts difficult to understand: “childer,” “lnguage,” “spanis,” and “spack” appear in place of standard forms. Phrases such as “able to the speak” and “No other speak language” are also unclear. Build accuracy with the chart’s category labels and use a few precise reporting expressions, such as “accounted for,” “increased to,” and “fell to.” Check spelling carefully and avoid repeating “speak” when “students who spoke” or “the proportion speaking” is more natural.

Grammatical Range and Accuracy: Band 4.5

You attempt to report figures in simple sentences and make a basic comparison, for example, “The childer spack spanish 20% on the other hand, they speak french is 15% in 2000.” However, sentence structures are very limited, and frequent errors in agreement, verb forms, articles, and sentence boundaries often obscure the intended meaning. The opening, “The pie charts depicts,” has a subject–verb agreement error, while “furthermore,spanis and french is 10/10%” does not form a complete, correctly structured sentence. Punctuation is also inconsistent, with missing spaces and full stops. Practise accurate patterns such as “Spanish accounted for 20%, while French stood at 15%,” then use these consistently to report each year’s data.

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