Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-02

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 rendered bar graphs illustrates the number of French in thousands, whose parents spoke five distinct French regional languages to them during their childhood either regularly or occasionally and the other graph delineates the number that now speak those regional languages to their own kids.

The overall prespective determines that Occitan was most commonly spoken language among French parents in the past whereas least spoken language have always been Corsican and Creole. On the other hand, notable decline can be seen in the number of adults who now pass these languages to their own kids.

Looking at the adult's childhood, around 610,000 adults reported that Occitan was spoken by their parents regularly and

mostly Occitan by around 610k regular and 1.09 million occasional speakers. Second most spoken language used to be Alsatian with approximately 600k regulars and dropping to 250k occasional speakers. However the least popular languages were Creole and Corsican spoken by around 90k to 110k adults only. Breton was spoken to around 200k children habitually and about 500k occasionally

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially, attempting to describe the charts regarding French regional languages. While an overview is provided mentioning that Occitan was most common and Corsican and Creole were least common, alongside a general decline in intergenerational transmission, the data selection and details are flawed. There are several inaccuracies in quoting the figures, and the abrupt cut-off in the middle of the text leaves the body paragraphs incomplete and disjointed. To reach a higher level, the response would need to accurately report key data points from the charts without confusion, present a fully extended and well-developed comparison across all categories, and ensure the task is brought to a complete conclusion.

Coherence and Cohesion: Band 4.5

The response shows some organisation, but overall progression is hindered by poor formatting and unfinished sentences. Paragraphing is attempted to separate the introduction, overview, and body, but the text breaks off abruptly and starts disjointed phrases mid-sentence (such as starting over with 'mostly Occitan by around 610k regular...'). Cohesive devices are used in a basic manner, such as 'On the other hand' and 'Looking at the adult's childhood', but referencing and logical flow break down significantly in the second half of the response. To improve, the student must ensure ideas are presented in a continuous, logical sequence with clear paragraph breaks and reliable transitions.

Lexical Resource: Band 5.5

The vocabulary used is adequate to convey basic information about the charts, but it is limited and contains noticeable errors. Expressions like 'rendered bar graphs', 'overall prespective', and 'kids' demonstrate a slightly informal tone or minor word-choice slips. There are also inconsistencies in reporting the numerical data with abbreviations like '610k' mixed with spelled-out numbers. The range is sufficient for the task, but spelling and precision in lexical choice require attention. To move up, the writer should incorporate less common lexical items naturally and maintain a consistent, formal academic style throughout the report.

Grammatical Range and Accuracy: Band 5.0

The response features a limited range of sentence structures, relying heavily on simple constructions alongside some flawed attempts at complex clauses. There are frequent grammatical errors, such as subject-verb agreement issues in 'The rendered bar graphs illustrates' and 'least spoken language have always been', as well as missing articles ('the number of French in thousands'). These errors occur regularly and occasionally cause strain or confusion for the reader. To achieve a higher band, the writer must demonstrate better control over complex sentence patterns, ensure correct verb forms and agreement, and eliminate frequent basic errors.

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

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