Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-13

IELTS Writing Task 1 question

The charts below show the number of French adults whose parents spoke a French regional language to them when they were children and the number who speak a French regional language to their own children.

Write a report for a university lecturer describing the information below.

Number of adults (in thousands) whose parents spoke a regional language to them in childhood

Student answer (Band 5.0)

The horizontal pie charts compares between the citizens of French whose parents speak there native language when having kids and while they are using the language in their childhood . The scale is in thousands .

Overall , it is clearly evident that the people are more preferring to speak the language only on special ocassion and speaks Occitan . Beside from these f9r daily routine more number of people choose Aisatain language . Moreover the more people speaking same language with there childrens .

To commence with , Alsatian was mostly used in day to day life which is 600 and less used for any occasion only 250 people speaks it . Occitan was exactly same in use for habitually while around 1.5 m of individauls use it in special events. Thenafter , Breton was only spoken by 270 to 400 individuals in daily or in event . Creole and Corsica is least choosen and its nearly same for both which was between 70 to 110 .

To add further, Aisatian was used by majority of parents having kids which was 400 . The following language Occitan is prefferd by 150 less citizens. Breton, Creole and Corsican was only spoken by 100 , 90 and 80 citizens with their childrens respectively

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the provided charts. However, there are significant issues with data accuracy and interpretation. For instance, the student mentions '1.5 m' for Occitan, which is not supported by the provided data, and the figures for other languages are often misquoted or confusingly presented. The overview is weak and does not clearly highlight the main trends or significant differences between the two categories (childhood exposure vs. current usage). While the response covers the main languages, the lack of precision in reporting the data prevents it from reaching a higher band. To improve, focus on accurately transcribing the figures and identifying the most prominent features rather than listing every detail.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, which is a positive step. However, the logical progression is frequently interrupted by unclear referencing and awkward transitions. Phrases like 'Thenafter' and 'Beside from these f9r daily routine' are non-standard and hinder the flow of information. Cohesive devices are used, but they are often mechanical or misused, making the relationship between ideas difficult to follow. The referencing (e.g., 'the same language with there childrens') is often ambiguous. Improving the use of linking words and ensuring that each paragraph has a clear, singular focus would significantly enhance the coherence of the report.

Lexical Resource — Band 5.0

The vocabulary range is limited and often inaccurate. There are frequent spelling errors (e.g., 'ocassion', 'Aisatain', 'prefferd', 'individauls') and word choice issues that occasionally impede communication. The student relies on basic vocabulary and struggles to use precise terminology to describe the data trends. For example, 'more preferring' is grammatically incorrect and lexically weak. To reach a higher band, the student should focus on learning topic-specific vocabulary related to data description (e.g., 'proportion', 'fluctuated', 'remained constant') and proofreading for basic spelling and collocation errors.

Grammatical Range and Accuracy — Band 5.0

The response contains a high frequency of grammatical errors, including subject-verb agreement ('people are more preferring', 'Occitan was exactly same'), incorrect pluralisation, and misuse of prepositions. Sentence structures are generally simple, and attempts at more complex sentences often result in errors that affect clarity. Punctuation is also inconsistent, with spaces missing before commas and periods. While the meaning is generally discernible, the persistent errors in basic grammar structures limit the score. Focusing on subject-verb agreement and consistent tense usage would be a good starting point for improvement.

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

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