Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The pie charts give information about the percentages of British students at one university in England who were able to talk forgien languages in addition to thier main language, in the years 2000 and 2010.

overall, the largest share in both periods belonged to people who speaks english only.

In 2000, students who talks only english made up around 30% ,while it increased to about 35% in 2010. thoes who spanish only compromised at 20% in 2000 , then the portion went down about 10 after the next ten years. there was potion of learners who spoke only french around 15% in the beginning of the period ,then it decreased to about 10% in 2010.

simirarly , other language had 15% however it climbed to 20% in the end of the period.

students who speak only german remained the same percentage around 10% only during both periods

and other language around 15% in 2000

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant figures, including the rise in students speaking no other language from 30% to 35%, the fall in Spanish from 20% to 10%, and the unchanged German figure of 10%. However, the overview is inaccurate: the largest category in both years was students speaking no other language, not “people who speaks english only” as a language category. The final sentence also repeats “other language” at 15% for 2000, although that category rose from 15% to 20%; the 15% figure for 2000 has already been reported. The two-other-languages category is omitted. The response is 142 words, below the 150-word minimum; 12 words copied from the prompt were not counted. Add a complete overview and report the remaining key change accurately.

Coherence and Cohesion: Band 5.0

The response follows a broadly understandable order: it introduces the charts, gives an overview, and then reports several category comparisons. Linking expressions such as “then” and “similarly” help show changes over time. However, the progression is weakened by the final sentence, which repeats a figure already given and leaves the comparison incomplete. The response is also presented as one continuous block rather than clearly organised paragraphs, and some links between points are abrupt. For example, the move from French to “other language” is not clearly signposted, while the last line does not explain how the two-language category changed. Use separate introduction, overview, and detail paragraphs, and group related increases and decreases to make the comparisons easier to follow.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentages,” “portion,” “decreased,” “climbed,” and “remained the same,” so the reader can generally understand the intended comparisons. However, the range is limited and several spelling and word-choice errors make the report less clear, such as “forgien,” “thier,” “thoes,” “simirarly,” and “potion.” Some expressions are also imprecise: “talk foreign languages” is less suitable for this chart than “speak other languages,” and “compromised at 20%” does not express the figure accurately in natural English. Aim for precise, repeated chart terms such as “accounted for,” “stood at,” and “the proportion of students speaking…” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt to compare the two years using clauses joined by “while” and “then,” and the main meaning is usually recoverable. However, the sentence structures are mostly simple, and errors occur frequently in verb forms, agreement, articles, and punctuation. For example, “people who speaks” should use a plural verb, while “students who talks” has the same agreement problem; “there was potion” also lacks a correctly formed noun phrase and article. Capitalisation is inconsistent in “overall,” and spaces before commas and full stops are often incorrect. Practise accurate relative clauses and comparison sentences, such as “The proportion of students who spoke Spanish fell from 20% to 10%,” and proofread each sentence for subject–verb agreement and punctuation.

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