Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-04

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 bar charts illustrates the amount of French adults whose parents spoke French language with them in childhood and the number of their own children who speake French.

Overall, parents spoken habitually and occasionally to a regional language with their children. There are many kind of languages use parents such as alastian, occitan, breton, creole, crosican.

In their childhood, there are most of the parents were spoke habitually by alastian and occitan language which is over 600 and very tiny number of parents spoke by crosican. The large number of parents spoke occitan language occasionally, it acrosed to the 1 million. Few number of parents were like to spoke with breton and creole language.

To their own children, the highest number of adults speake by alastian language and the small number is crosican. Consequently, the second language is occitan over the 200. Besides, breton and creole slightly same amount of adults who like to speak to their own children.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While it attempts to report on the main features of the charts, the information presented is at times inaccurate or confused. For instance, the opening sentence refers to 'French language' instead of regional languages, and the overview lacks a clear summary of the overall trends. Some ideas are limited and under-developed, with vague descriptions such as 'very tiny number' or 'slightly same amount' rather than precise comparisons of the data. To reach a higher band, the response would need to provide a clearer overview of the main trends across the charts and ensure all key data points are accurately reported without generalization errors.

Coherence and Cohesion: Band 5.0

There is some basic organisation with paragraph breaks representing different parts of the data, but there is no clear overall progression. Cohesive devices are used mechanically or inaccurately, such as the transition 'Consequently,' in the final paragraph, which does not logically connect the ideas. Referencing is also weak in places, making it hard to follow which groups or languages are being compared. Paragraphing is attempted, but internal logical links between sentences need significant improvement. To progress, the writer must use a wider range of cohesive devices more accurately and ensure that ideas flow logically from one sentence to the next to create a unified and coherent response.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. There are noticeable errors in word choice and spelling throughout the response, such as 'alastian' instead of Alsatian, 'crosican' instead of Corsican, and 'acrosed' instead of reached. The writer attempts less common vocabulary, but these attempts lead to inaccuracies that occasionally cause difficulty for the reader. To achieve a higher score, the vocabulary needs to be more precise, with correct spelling of proper nouns and regional languages, and a better range of functional language for describing statistical trends, such as 'peak at', 'surpass', or 'decline'.

Grammatical Range and Accuracy: Band 4.5

The response displays a very limited range of sentence structures, relying mostly on simple sentences with frequent errors. There are frequent grammatical mistakes, including incorrect verb tenses and forms such as 'parents spoken habitually' and 'adults speake', as well as problems with articles and prepositions. These errors occur constantly and can cause difficulty for the reader in understanding the precise meaning. To improve, the writer needs to demonstrate better control over basic grammatical structures, ensure correct subject-verb agreement and tense usage, and attempt complex sentences with greater accuracy.

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