Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-07-29

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 illustrates the information about other languages had spoken by learners instead of English in university of England in the year of 2000 and 2010.The data has been calibrate in percentage.

Overall it is crystal clear that no other languages had seen widely over both years where as German language was spoke by very least number of students in both years

At the fleeting glance,initially,only English speaking students were highly seen in both years about 30% in 2000 and steadily incline to 35% in 2010.Secondly,French speaking students were denoted as 15% in first given year and moderately climbed to 20% in next given year.Moreover the 10% of students was calculated as German speaking in the both given year.

Moving further,

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement score. While you have attempted to identify some main features, the analysis is incomplete and lacks a comprehensive overview of all data points provided in the charts. Several categories are omitted, and the description of the trends is underdeveloped. To improve, ensure you cover all categories shown in the charts and provide a clear, analytical summary that highlights the most significant changes or comparisons between 2000 and 2010. The current length and lack of detail prevent a higher band score.

Coherence and Cohesion — Band 6.0

The essay is organized into paragraphs, which is a positive step. However, the use of cohesive devices is somewhat mechanical and occasionally awkward, such as 'At the fleeting glance, initially'. The progression of ideas is interrupted by the incomplete nature of the response, and the final sentence is left hanging without completion. To improve, focus on using a wider variety of linking words more naturally and ensure that each paragraph has a clear, logical flow that connects back to the main features of the data. The structure is currently too fragmented to achieve a higher score.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive, with some inaccuracies in word choice, such as 'data has been calibrate' (should be 'calibrated') and 'no other languages had seen widely'. The phrasing 'other languages had spoken by learners instead of English' is also unnatural. You rely on basic descriptors and struggle to use precise terminology for describing trends or statistical data. To improve, practice using more sophisticated collocations for data reporting, such as 'a significant proportion', 'remained stable', or 'experienced a marginal increase'. Expanding your range of vocabulary will help you describe the charts with greater precision.

Grammatical Range and Accuracy — Band 5.5

There are frequent grammatical errors throughout the text, including issues with verb tense and passive voice construction, such as 'German language was spoke' (should be 'spoken') and 'the 10% of students was calculated'. Sentence structures are generally simple, and attempts at more complex sentences often contain errors that affect clarity. Punctuation is also inconsistent, particularly with spacing after commas. To improve, focus on mastering basic subject-verb agreement and the correct formation of passive voice, which is essential for academic report writing. Reviewing basic sentence structure will help reduce the frequency of these errors.

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