Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-03
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 delivers information regarding language Skill of the British student at One University who were speak other language along with english in 2000 and 2010.
Overall, it can be seen that, In 2000, The spanish and french were spoken more in compersion to 2010 at a University in England while, Two other language, Another language and No other language's ratio has been incieused in 2010 theen 2000. No cheenge in the German speaker's ration during both year 2000 as well as 2010.
The spanish and french language were spoken by 20% and 15% respectively in 2000, which were decreased in 2010 by 10% and 5% respectively. The German speaker remained Same in both yeer 2000 and 2010 with 10% at a University in England.
The ration of only English speaker was incieuse by 35% in 2010, which was 30% in 2000 at a University in England. Two languages with english was also rose with 15% in 2010 in compersion 2000 with 10% among the brutish students. Bilingual students, who can speek another language with English also gained with 20% in 2010, which were 15% in 2000 at a University in England
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, including the decline in French and Spanish speakers and the rise in English-only speakers. However, the analysis is somewhat mechanical and lacks a clear, cohesive overview. While the key trends are identified, the reporting of data is occasionally confusing, such as the description of 'Another language' and 'No other language' which seems to misinterpret the chart categories. The summary is present but could be more effectively integrated to highlight the most significant changes between 2000 and 2010. To improve, ensure that data points are accurately linked to the correct categories and that the overview synthesizes the information rather than just listing changes.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often repetitive or inaccurate, such as the frequent use of 'at a University in England' which feels forced and redundant. The transition between sentences is sometimes abrupt, and the logical flow is hindered by awkward phrasing. While the paragraphing is sufficient, the internal cohesion within paragraphs is weak, making the text feel somewhat disjointed. Improving the variety of linking words and avoiding repetitive phrases would significantly enhance the clarity and flow of the report.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, with several errors in word choice and spelling that occasionally impede clarity. For example, 'incieused', 'theen', 'cheenge', and 'brutish' (likely meaning British) are distracting errors. The range of vocabulary is narrow, relying heavily on basic terms like 'spoken', 'gained', and 'rose'. To reach a higher band, you should aim to use a wider range of vocabulary related to data description, such as 'fluctuated', 'remained stable', 'accounted for', or 'a significant proportion'. Additionally, careful proofreading is necessary to correct spelling errors that detract from the professional tone required for an Academic Task 1 report.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some attempted complex structures, but grammatical accuracy is inconsistent. There are frequent errors in subject-verb agreement (e.g., 'The spanish and french were spoken', 'Two languages... was also rose') and article usage. Punctuation is also inconsistent, with unnecessary capitalization of words like 'One', 'The', and 'University'. While the meaning is generally understandable, the high frequency of grammatical errors forces the reader to work harder to interpret the intended message. Focusing on basic sentence construction, subject-verb agreement, and consistent verb tenses will help improve your score in this criterion.
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