Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-07-26
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 given pie chart shows the proportion of Number of Student can speak another language at one University of england.
Overall, the number of british student who are not able to speak any other language remain highest in both the years. which is 35% and 30% on the other hand.
In year 2000 the portion of no other language remain higher. where the lowest proportion is covered by the student who can speak two other language languages and German Speakers. In addition French and another language speakers for take over by 15%, on the other hand Spanish language take 1/5th percentage of british student who can speak Spanish.
In year 2010, 35% of the student with no other language which remain at the top but their is a equal percentage of the speaks student who can speak Spanish, German and French on the beside 20% of student can speak another language and on the other hand 15% of student can speak two other languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response attempts to summarize the data, but it fails to accurately report the figures provided in the charts. For example, the student states that 35% and 30% were the figures for 'no other language' in 2000 and 2010, whereas the charts show 30% and 35% respectively. Furthermore, the description of the 2010 data is confusing and contains factual inaccuracies regarding the percentages of Spanish, German, and French speakers. While the main features are identified, the lack of precision and the misinterpretation of the data significantly hinder the task achievement. To improve, ensure that data points are transcribed accurately and that comparisons are clearly linked to the specific years.
Coherence and Cohesion — Band 6.0
The essay is organized into paragraphs, which is a positive step. However, the progression of ideas is often disjointed, and the use of cohesive devices is mechanical and sometimes inappropriate. For instance, phrases like 'on the other hand' are used repeatedly and incorrectly to introduce information that is not a contrast. The referencing is also unclear, particularly in the second paragraph where the connection between the years and the language categories is muddled. Improving the use of linking words and ensuring that each paragraph has a clear, logical focus would enhance the overall flow of the response.
Lexical Resource — Band 5.5
The range of vocabulary is limited and repetitive. The student relies on basic terms such as 'number of student', 'proportion', and 'percentage'. There are also issues with word choice and collocation, such as 'take over by 15%' and 'on the beside', which make the meaning unclear. To reach a higher band, the student should aim to use a wider variety of vocabulary related to data description, such as 'accounted for', 'represented', 'a significant proportion', or 'remained stable'. Additionally, attention should be paid to basic spelling and pluralization (e.g., 'student' instead of 'students').
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede communication. There are consistent issues with subject-verb agreement (e.g., 'number of student can speak', 'Spanish language take 1/5th'), article usage, and sentence structure. Many sentences are fragmented or lack proper punctuation, making them difficult to follow. While there is an attempt to use complex structures, these are often faulty and result in confusion. To improve, the student should focus on mastering basic sentence construction, ensuring subject-verb agreement, and practicing the correct use of prepositions and articles.
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