Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-05

IELTS Writing Task 1 question

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

The pie charts illustrates the number of british leaners can speak other languages not only english at an university in england. The comparision is about language speaking from 2000 to 2010 in university.

Overall, the highest proportion in both years is no other language rather than english. In all the languages the major difference is atmost 5% but, students who were speaking spanish have the high majority in reduction of the percentage. Their is a small increment in three other spoken languages.

In languages, their is a comparision between 6 different languages. The major rise in percentage is about 5% they are in two other, another and no other languages. The university have less spanish speaking students from 2000 to 2010 declined by 10% and 5% in french speaking students. german is one language remained same from 2000 to 2010 with 10%. The most spoken language in other the years is english 30% in 2000 and increased by 5%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the overall pattern that “No other language” was the largest category in both years, and you note the unchanged German figure and the decline in Spanish. However, several comparisons are inaccurate or unclear: Spanish fell from 20% to 10%, not by 10% and 5% as the sentence could suggest; French fell from 15% to 10%, while “the major difference is atmost 5%” overlooks the larger Spanish change. The statement that “the most spoken language … is english” misreads the chart: English is not a category, and the 30% and 35% figures refer to students reporting no other language. The overview also says there was an increase in “three other spoken languages” without clearly identifying them. Select the main changes accurately and explain what each category represents.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and a final paragraph of details. This gives the reader some sense of organisation. However, progression within the paragraphs is uneven: the overview moves from the largest category to Spanish and then to an unclear reference to “three other spoken languages,” while the final paragraph repeats some of these points without a clear comparison pattern. Linking phrases such as “In languages” do not clearly signal how the information is being grouped, and references such as “Their is” and “they are” make connections difficult to follow. Organise the details by trend—for example, categories that rose, fell or stayed stable—and use clear references to the chart categories.

Lexical Resource: Band 5.0

You attempt relevant chart vocabulary, including “proportion,” “percentage,” “declined” and “remained same,” so the response has some language suited to describing data. However, the range is limited and several word choices or collocations are inaccurate, which sometimes obscures meaning. “The number” is not the best description of pie-chart shares, and “the high majority in reduction” is unclear. “The most spoken language … is english” also uses the wrong category name. Spelling and word-form errors, including “comparision,” “british leaners” and “atmost,” are noticeable. Build a more precise set of terms for proportions and changes, and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 5.0

There are attempts to combine ideas, such as “students who were speaking Spanish,” and the response uses both simple statements and longer sentences. However, the range is limited, and errors occur frequently enough to make some sentences difficult to interpret. For example, “The pie charts illustrates” has subject–verb disagreement, while “The university have less spanish speaking students” has an incorrect verb form and an awkward comparison structure. “Their is a small increment” also contains an incorrect construction, and punctuation in “In all the languages the major difference is atmost 5% but,” makes the relationship between clauses unclear. Practise accurate sentence patterns for comparing figures, including “X rose from … to …” and “X remained at …,” and check agreement, articles and punctuation.

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