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 chart shows the proportion of the British student at one university in England who where able to speak other language into english .
the British student speaks them germen ,french ,spianishand another two languages in 2000 .
15 % students speaks french only . 20 % student speaks spinish . german are speaks 10% . Another language are 35% . Another two language are 15% .
In 2010 , the french and spinish are 10 % . and german are also 10% . 35 % are the other language . 15% are two other language . 20% are another language
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 fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While the student attempts to report data from the charts, the summary is incomplete and lacks a clear overview or meaningful comparisons between the two years. The information is presented as a list of figures rather than a cohesive analytical report. Key trends, such as the decline in French and Spanish speakers or the stability of 'other' languages, are not synthesized effectively. To improve, the student must provide a clear introduction, an overview of the main trends, and detailed comparisons, ensuring the response reaches the required length.
Coherence and Cohesion — Band 5.5
The response lacks logical organization and paragraphing. Ideas are presented as isolated, repetitive sentences rather than a structured report. There is a lack of cohesive devices (such as 'however', 'in contrast', or 'furthermore') to link the data points or show the relationship between the years 2000 and 2010. The progression of information is mechanical and disjointed, making it difficult for the reader to follow the comparison. To improve, the student should group related data into paragraphs and use linking words to connect ideas logically.
Lexical Resource — Band 5.5
The vocabulary is very limited and repetitive, relying heavily on the words provided in the prompt. There are frequent spelling errors, such as 'germen' for German, 'spianish' for Spanish, and 'spinish' for Spanish. The phrasing is basic and lacks the precision required for an academic report. The student struggles to use appropriate terminology to describe data, such as 'proportions' or 'percentages'. To improve, the student needs to expand their vocabulary related to data description and focus on accurate spelling and word choice.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that impede clarity. There are issues with subject-verb agreement (e.g., '15 % students speaks', 'german are speaks'), incorrect word order, and missing articles. The sentence structures are simple and often fragmented. There is no evidence of complex sentence structures. The misuse of 'into' instead of 'in addition to' and the inconsistent use of plural/singular forms demonstrate a lack of control over basic English grammar. Significant focus on sentence construction and basic grammatical rules is required.
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