Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-09-07

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 graph one shows that there are six hundred thousand adults in Alsatian and Occitan whose parents use regional language habitually while communicating with them. whereas in Breton, this number goes down to two hundred fifty thousand and in Creole, it is almost hundred thousand only. In Corsican, there are less than a hundred thousand.

In second part of the graph is shows the strength of individuals who use regional language occasionally. while comparing it with the habitually, it clearly shows that, there is less numbers in Alsatian and more of the adults in Occitan, whose parents use the regional language occasionally. There is also an increase in the number of persons in Breton who speak regional language occasionally. This number of Hundred Thousand will be same in the Creole. Slight upward trend exist in Corsican.

In Alsatian, most of the adult use to speak regional language to their kids that are around Four Hundred Thousand. while in Occitan, 250,000 adult parents use to speak in regional language. A decreasing trend can be seen in the Breton, who speaks in regional language to the children.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the charts, but the presentation is somewhat disorganized. While you identify key figures for Alsatian, Occitan, Breton, and Creole, the lack of a clear overview or summary of the main trends makes it difficult for the reader to grasp the overall picture. Additionally, the description of the second chart is confusing, as you mention 'second part of the graph' without clearly distinguishing between the two distinct charts provided. To improve, ensure you provide a clear introduction, a concise overview of the most significant trends, and group your data logically rather than listing figures in a fragmented way.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is limited and sometimes mechanical, such as the repetitive use of 'In [X]'. There are issues with referencing; for example, 'In second part of the graph is shows' is grammatically awkward and lacks a clear connection to the previous paragraph. The transition between describing the first chart and the second chart is abrupt, and the lack of clear signposting makes the information difficult to follow. Improving the use of linking words and ensuring each paragraph has a clear focus would significantly enhance the flow.

Lexical Resource — Band 5.0

The vocabulary is somewhat limited and repetitive, relying heavily on basic phrasing like 'number of' and 'there are'. There are also issues with word choice and collocation, such as 'adults in Alsatian' (referring to the language group rather than the region) and 'less numbers' (should be 'fewer'). The phrasing 'habitually while communicating' is slightly unnatural in this context. To reach a higher band, you should aim to use a wider range of vocabulary to describe trends, such as 'a significant proportion', 'a downward trajectory', or 'fluctuated', and ensure precise usage of terminology related to data description.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text that occasionally impede clarity. Examples include 'The graph one shows', 'in second part of the graph is shows', and 'most of the adult use to speak'. Subject-verb agreement is inconsistent, and there are errors with articles and pluralization (e.g., 'almost hundred thousand'). While you attempt some complex structures, they are often faulty. To improve, focus on mastering basic sentence construction, subject-verb agreement, and the correct use of articles before attempting more complex grammatical structures. Proofreading for basic errors like 'is shows' is essential.

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