Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-10
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 chart compares the proportion of british students able to speak languages other than english at an England university in 2000 and 2010.
Overall, it's evident that students with no other languages spoken are higher in the both years 2000 and 2010, however decreasing of the proportion for the students speaking in only spanish or onky french.
Firstly, students able to speak in german have no change in 2010 still in 10%, when the peoportion of having two other languages has a small rising from 10% in 2010 to 15% in 2010 also for another language from 15% to 20% in 2010.
On the other hand, students that learn just spanish or only french have decrease from 20% and 15% in 2000 to 10% and 10% in 2010 in the same way.for no other languages part of students have rise slowly from 30% in 2000 to 35% in 2010 representing the heighest percentages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
You identify the charts’ subject and make a relevant overall comparison, noting that “No other language” is the largest category in both years and that Spanish and French declined. You also report several figures accurately, including German at 10% and the rise in “Another language” from 15% to 20%. However, the overview is unclear about the overall pattern, and one key comparison is misstated: two other languages rose from 10% in 2000 to 15% in 2010, not from 10% in 2010 to 15% in 2010. The report also gives limited attention to how the categories compare as a whole. State the main changes clearly, then support them with accurate figures.
Coherence and Cohesion: Band 5.5
The response has a recognisable structure: an introduction, an overview, and two paragraphs grouping categories. This gives the reader some organisation, and phrases such as “Firstly” and “On the other hand” signal movement between points. However, progression is not consistently clear: the overview’s “however” introduces a contrast that is difficult to follow, and the final paragraph combines several comparisons in a long, crowded sentence. The transition “in the same way.for” is also faulty, while repeated “from…to…” constructions make the report feel list-like. Use one clear comparison per sentence, group increases and decreases deliberately, and check that linking phrases express the relationship you intend.
Lexical Resource: Band 5.0
You use relevant chart vocabulary, including “proportion,” “percentage,” “decrease,” and “rise,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, such as “students speaking in only Spanish,” “having two other languages,” and “the highest percentages.” Repetition of “students” and “language(s)” also makes the description less precise. There are noticeable spelling errors, including “peoportion,” “onky,” and “heighest,” which reduce the accuracy of the report. Build a small set of natural expressions for describing chart categories and changes, and proofread spelling and word forms before finishing.
Grammatical Range and Accuracy: Band 5.0
You attempt both simple and more complex sentences, including a contrast introduced by “however” and comparisons using “from…to…”. Nevertheless, errors are frequent and sometimes make relationships or timing unclear. For example, “students with no other languages spoken are higher” has an awkward grammatical construction, while “has a small rising from 10% in 2010 to 15% in 2010” contains an incorrect verb form and repeats the same year. The sentence beginning “On the other hand” also runs several ideas together, and punctuation is inconsistent, as in “way.for.” Practise accurate comparative sentence patterns, maintain past-tense reporting for the two years, and separate each comparison into a complete sentence.
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