Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-11-12

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 chart depicts the percentage of British students a university in England who can able to speak in other languages other than English between 2000 and 2010

There would be an increase in trend between no other language were in 2000 30 percentage to 35 in 2010.In the section of French only which stood at 15 percentage to 20 in 2010.In the section of two other language in 2000 which marked at 10 percentage to 15 percentage.

Then the shift comes here were the decling trend begins in category of Spanish only in the year 2000 which is at 20 percentage and declined to 10 percentage.In the category of French only in year 15 and in year 2010 stood at 10 percentage

And the only category of german only which remained exact in 2000 and 2010

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several relevant changes, including the rise in “No other language” from 30% to 35%, the fall in Spanish from 20% to 10%, and the unchanged German figure. However, the report misstates French: it fell from 15% to 10%, not rose to 20%, and the later reference to “French only in year 15” is unclear. You also omit the increase in “Another language” from 15% to 20%, and there is no clear overview of the main pattern. The response is under the required 150 words, which limits how fully you can select and explain the key features. Add an accurate overview and cover the main categories with correct comparisons.

Coherence and Cohesion: Band 4.5

The response has some basic organisation: it first describes categories that increased, then introduces declines with “Then the shift comes here,” and ends with German. This gives the reader a rough sense of how the information is grouped. However, the progression is not consistently clear, and the paragraphing does not establish a strong overview followed by organised details. Phrases such as “In the section of French only” are repeated, while “Then the shift comes here” is an awkward transition and does not clearly signal the comparison. The final sentence is incomplete. Use a clear overview paragraph, then group increases and decreases or describe each year systematically, with accurate linking and complete sentences.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “category,” “increase,” “declined,” and “remained,” so the reader can recognise that you are describing chart changes. However, the range is limited and several expressions are inaccurate or unnatural, such as “increase in trend,” “the shift comes here,” and “which marked at.” “Decling” is also misspelled, and “other languages other than English” is repetitive. These choices sometimes make the intended comparison harder to follow. Aim for precise chart language and natural collocations, such as “the proportion rose,” “fell to,” and “remained unchanged,” while using the category labels consistently.

Grammatical Range and Accuracy: Band 5.0

You attempt to report figures using past-tense forms, and some basic meaning is recoverable. However, sentence structures are limited, and frequent errors affect clarity. For example, “The chart depicts the percentage of British students a university in England” is missing a necessary grammatical link, while “who can able to speak” combines incompatible verb forms. In “no other language were in 2000 30 percentage to 35,” the subject–verb agreement and sentence structure are faulty. Several sentences also lack clear punctuation or a complete main clause, including the final sentence about German. Practise complete comparison sentences with a clear subject and verb, for example, “The proportion with no other language rose from 30% to 35%.”

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