Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-11-04

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 4.0)

The charts below show the proportions of british students at one university first of all it is argued that we will summarise it.

There were 10% students they could spoke only german language because, they were knew only german language and there were 15% students they could spoke only french language because, they were knew only french languge and there were 20% students they could spoke only spnish language because, they were knew only spanish language and they were studying in british universitiy.

But there were also 10% students they, were knew two other languages mean two other any languages after british. But there were 30% students they were not knew another language after british.

We can say in british university 30% students were not knew more then british but whenever !0% students could spoke two other languages after british, but other students were knew thier own miother tounges which they spoke in thier countries.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify several relevant categories and give some figures for 2000, including German (10%), French (15%), Spanish (20%), two other languages (10%) and no other language (30%). However, the response does not compare the two years: the 2010 figures and the main changes are missing, and there is no clear overview of the charts’ key features. Some explanations about students’ mother tongues and why they knew a language are not shown by the data. The response is also seven words below the 150-word minimum; the 12 words copied from the task prompt are excluded from the count. To improve, report the main 2000–2010 changes accurately and include a concise overview before supporting details.

Coherence and Cohesion: Band 3.5

There is a basic attempt to group information: the first paragraph lists language categories, and the final paragraph tries to draw a conclusion. However, the ideas do not progress clearly from an overview to comparisons and supporting figures, and the response largely repeats the same points about students speaking no other language or two languages. Linking words such as “But” and “whenever” do not show the intended relationships clearly, while the opening sentence does not introduce a meaningful summary. Organise the response into a brief overview followed by logically ordered comparisons between 2000 and 2010. Use clear references to each year and connect contrasts with accurate, simple linking expressions.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “proportions,” “students,” “language,” and “two other languages,” so the topic is generally recognisable. However, vocabulary is repetitive and several word choices or spellings make the meaning difficult to follow, such as “they were knew,” “more then british,” and “miother tounges.” Phrases like “after british” are not natural ways to describe additional languages. Use precise chart language and avoid unsupported explanations about students’ backgrounds. Proofread spelling and choose standard expressions such as “could speak,” “additional language,” and “students who spoke no other language.”

Grammatical Range and Accuracy: Band 4.5

You attempt to form longer sentences using “because,” “but,” and “whenever,” but these structures are not controlled reliably. Errors such as “they could spoke,” “they were knew,” and “students they were not knew” show problems with verb forms and clause construction. Sentence boundaries and punctuation are also inconsistent, as in the long opening list joined with repeated “and.” These errors often make the relationships between ideas unclear. Build accuracy first with straightforward sentences—for example, “In 2000, 20% of students spoke Spanish”—then add comparisons using controlled clauses such as “By 2010, this figure had fallen to 10%.”

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

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