Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-17

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 three bar charts compare the number of French adults whose parents spoke a regional language to them in childhood and the number of who spoke a regional language to their own children.

Overall, it is evident that the number Occitan language spoken by occasionally was the maximum parents when they were younger and followed by spoken habitually. Regarding to number of adult who spoke in Creole and Corsican languages was the smallest to their own children.

The number of spoken habitually, Alsatian and Occitan languages were similar trend at 600,000 and Breton was just around 250,000 . Similarly, Creole language was at 100 and Corsican language is just 500,000 only. In terms of spoken occasionally, Alsatian language was around 23000 number of spoke a regional language to them in childhood. However, the highest number of adults whose spoke a Occitan language approximately 1.5m , Moreover, Breton language spoke at 6000 and Creole and Corsican languages were spoking around 100,000 respectively.

Secondly, the number of adults Alsatian language a spoke a regional language to their children was the largest share at 400,000 and followed by Occitan language spoke almost 250,000. Furthermore, Breton, Creole, and Corsican languages were around 100 number of adults whose speak a regional language.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by comparing the two charts, but the information provided is often inaccurate or confusing. For example, the figures cited, such as '23000' for Alsatian or '100' for Creole, do not align with the provided data, leading to a failure to accurately report the key features. The overview is vague and lacks a clear summary of the main trends. While the response covers both charts, the lack of precision in data representation means the task is only partially addressed. To improve, ensure that data points are read correctly from the axes and that the comparison between the two categories is clearly articulated.

Coherence and Cohesion — Band 5.0

The response is organized into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or misused, such as the abrupt transition 'Secondly' which does not follow a clear 'Firstly'. Referencing is frequently unclear, making it difficult for the reader to follow the comparison between the two groups. The sentences often lack internal cohesion, and the relationships between the ideas are not always transparent. Improving the use of linking words and ensuring that each paragraph has a clear, singular focus would significantly enhance the flow of the report.

Lexical Resource — Band 5.0

The range of vocabulary is limited and often repetitive. There are frequent errors in word choice and collocation, such as 'spoking around' and 'number of spoke a regional language'. The student struggles to use precise terminology to describe trends, relying on basic phrasing. Some terms are used incorrectly, which occasionally impedes the clarity of the information. To reach a higher band, the student should focus on learning specific collocations for describing data, such as 'a significant decline' or 'remained stable', and work on using more varied vocabulary to avoid repetition.

Grammatical Range and Accuracy — Band 5.0

The response contains a high frequency of grammatical errors, including issues with subject-verb agreement ('Corsican language is just 500,000'), tense usage, and sentence structure. Many sentences are fragmented or poorly constructed, which makes the text difficult to read. There is a lack of complex structures, and the simple sentences used often contain errors. Punctuation is also inconsistent. To improve, the student needs to focus on basic sentence construction, ensuring that every sentence has a clear subject and verb, and proofreading for common errors like pluralization and verb forms.

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