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 given pie charts show that proportions of british students at one university in england who were able to speak other languages in addition to english, in 2000 and 2010.

starting with charts show first was no other language their was 30 percent british student able to speak other languages in the 2000 that was big number in the given pie chart .compare 2010 their was number increased by 5 percent their was 35 percent in 2010 see that people was intrested in no other language. second is french only speak 15 percent in the 2000 year, but the was decline their was 10 percent in the 2010.chart show that german speak same percent their was 10 percent ,spanish was 20 percent in the year 2000, but their was decreased after their was half of them.talking about another language their was 15 percent in the year 2000, but their was increase by 5 percent after their was 20 percent in the 2010,two other languages is 10 percent in the 2000 year but after inclined by 5 percent their was 15 percent in 2010,

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report most of the chart’s figures accurately: no other language rises from 30% to 35%, French falls from 15% to 10%, German remains at 10%, and the other-language categories increase. This gives the reader relevant comparisons. However, the response only partly fulfils the task because it lacks a clear overview of the main pattern, such as the increase in students reporting no other language alongside growth in the “another language” and “two other languages” groups, while Spanish and French decline. Some descriptions are also unclear, particularly “people was intrested in no other language,” which does not explain the chart data accurately. Add a concise overview and describe the categories as proportions of students, rather than implying reasons or interest.

Coherence and Cohesion: Band 4.5

The response follows a generally understandable sequence, moving from no other language to French, German, Spanish, and the remaining categories. Connectors such as “but” and “talking about” show an attempt to link comparisons. However, the information is presented as one long paragraph, with little overall progression from an overview to supporting details. Several links are repetitive or unclear, including repeated uses of “their was” and “but after,” and the opening phrase “starting with charts show first” does not establish a clear structure. Group the figures into paragraphs and use precise transitions to compare decreases, increases, and unchanged proportions. Clearer sentence boundaries would also make the comparisons easier to follow.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “proportions,” “increased,” “decline,” and “decreased,” and the reader can usually identify the categories being discussed. However, the range is limited and several phrases are inaccurate or awkward, such as “people was intrested in no other language,” “german speak same percent,” and “after inclined.” These choices sometimes make the intended comparison difficult to understand. Spelling errors such as “british,” “england,” and “intrested” also reduce accuracy. Aim for standard reporting expressions such as “accounted for,” “remained unchanged,” and “rose to,” and use the chart labels consistently—for example, “students who spoke two other languages.”

Grammatical Range and Accuracy: Band 4.5

The response attempts to compare figures using simple clauses and contrast, but sentence structures are limited and frequent errors make several statements difficult to read. For example, “their was 30 percent british student” has problems with subject–verb agreement, articles, and number, while “the was decline their was 10 percent” does not form a complete, accurate clause. Capitalisation and punctuation are also inconsistent: the response begins a new sentence with lowercase “starting,” and many comparisons run together without full stops. Practise accurate patterns such as “The proportion was 30% in 2000” and “It fell to 10% by 2010.” Separating each comparison into a complete sentence will improve control and clarity.

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