Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-18

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 campares the number of adults who speak a french regional language to them when they were child and to thier own children. It illustrates the gerneral contrast among thhe groups.

Overall, it is evident that occitabn langauge leading, corsican lagging . Moreover, the difference clearly seen in Alsatian spoken language.

Examining the details, the occitan langauage records the highest value at approx 1m in spoken occasionally , while it stood by 600 in spoken habitually. The alsatian language is often spoken habitually by around 600 rather than occasionally by approx 200. The breton language is spoken more in occasionally by around 400 people, but it less spoken habitually.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies some relevant features, including Occitan as the largest category and the contrast between habitual and occasional speech for Alsatian and Breton. However, it addresses the charts only partially: it omits the figures for adults speaking a language to their own children, as well as Creole and Corsican details, and gives no complete overview of the main patterns across both charts. Some comparisons are also imprecise; for example, Occitan is about 1,065 thousand for occasional speech, not simply “approx 1m,” while the Alsatian occasional figure is about 240 thousand. The response is 102 words, below the 150-word minimum; the nine words copied from the prompt are not counted. Develop the overview and cover the key data in both charts.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the report: an opening sentence is followed by an overview and then a paragraph beginning “Examining the details.” This gives the reader some sense of the report’s structure. However, progression is limited because the response stops after discussing three languages in the first chart and does not move systematically through the remaining categories or the second chart. The overview’s statement that “the difference clearly seen in Alsatian” is unclear, and links such as “Moreover” do not explain the relationship between the points. Group the information by chart or by meaningful comparisons, and use clearer transitions to guide the reader through the data.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “bar charts,” “highest value,” “spoken habitually,” and “spoken occasionally.” These terms show an attempt to describe the data rather than relying entirely on general language. However, the range is limited and several spelling errors make the report less clear, such as “campares,” “gerneral,” “occitabn,” and “langauge.” Some phrasing is also unnatural: “occitan language leading” and “corsican lagging” are too compressed for a formal report, while “records the highest value” could be expressed more precisely. Use accurate language names and a wider range of comparison phrases, such as “was considerably higher than” or “ranked lowest.”

Grammatical Range and Accuracy: Band 5.0

The response attempts a few different sentence forms, including an overview sentence and a contrast using “while,” as in “The alsatian language is often spoken habitually by around 600 rather than occasionally by approx 200.” However, the range remains limited, and frequent errors affect accuracy. The opening has a subject–verb agreement error (“The bar charts campares”), and “when they were child” lacks the correct plural form and article. The overview also contains incomplete constructions: “occitabn langauge leading, corsican lagging.” Several sentences omit necessary grammatical elements, making relationships between ideas difficult to follow. Practise complete sentences with clear subjects and verbs, and check agreement, articles, and plural forms.

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