Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-07-25
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 charts below illustrate the ratio of British students at one university in England who were able to speak English in the decade of the twenty first century.
In 2000 the percentage of the students which cannot speak other language is 30 which top percentage of this chart. After this the students who can spoke french only and another language were 15 percent.The students who can spoke german language only and the students that can spoke two other languages were 10 percent.The students who can spoke spanish was 20 percent.
The percentage in 2010 the British students able to speak languages other than English was the number of students who cannot speak other language is 35 percent. The students who can speak Spanish, French and two other languages are 10 percent.The learners who can speak another language rise to 20 percent.
in conclusion the overall the students that can speak another language was reduce according to charts in some languages the percentage enhanced.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response attempts to address the task by summarizing the provided charts, but it lacks a clear overview and fails to make meaningful comparisons. While you identified some data points, the description is largely a list of figures rather than an analytical summary. The 'main features' are not clearly highlighted, and the conclusion is vague and grammatically unclear. To improve, you should focus on identifying the most significant trends—such as the increase in students who cannot speak other languages—and group the data logically rather than listing every category individually. Ensure you provide a clear, concise overview paragraph that summarizes the main changes between 2000 and 2010.
Coherence and Cohesion — Band 5.5
The essay is organized into paragraphs, but the logical flow is weak. The transition between sentences is often mechanical, and the lack of cohesive devices makes the text feel disjointed. For example, the transition between the 2000 and 2010 data is abrupt. You rely heavily on repetitive sentence structures, such as 'The students who can spoke...', which hinders the progression of ideas. To improve, use a wider variety of linking words and phrases (e.g., 'In contrast,' 'Furthermore,' 'Conversely') to connect your points more fluidly. Ensure that each paragraph has a clear focus and that ideas follow a logical sequence.
Lexical Resource — Band 5.5
Your vocabulary is limited and repetitive. You frequently use the same phrases, such as 'the students who can spoke' and 'percentage of the students'. There are also errors in word choice and form, such as 'ratio' (which is not the best fit for these charts) and 'enhanced' (which is used incorrectly in the conclusion). To reach a higher band, you need to use a broader range of vocabulary to describe trends, such as 'proportion,' 'figure,' 'fluctuated,' 'remained stable,' or 'declined.' Avoid repeating the same sentence starters and try to incorporate more precise terminology related to data interpretation.
Grammatical Range and Accuracy — Band 5.5
There are frequent grammatical errors throughout the response, particularly with verb tenses and subject-verb agreement. For instance, 'the students which cannot speak' should be 'who cannot speak,' and 'can spoke' is incorrect; it should be 'can speak.' Additionally, there are issues with article usage and sentence structure, such as 'the overall the students.' The range of structures is very limited, consisting mostly of simple sentences. To improve, focus on mastering basic subject-verb agreement and tense consistency. Try to incorporate more complex sentence structures, such as using relative clauses or subordinating conjunctions, while ensuring they are grammatically accurate.
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