Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The charts

The students of one university in England

Presents

The chart delivers information regarding

language of the British students at one university

who can speak other language along

with english in 2000 and 2010

Overall, it can be seen that, during 2000, The spanish

and french were spoken more in comparision

to 2010 at a university in England

While, Two other language, Another language and

No other language's ratio has been increased

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

was decreased in 2010 by 10% and 5%

respectively. The German speaker remained

same in both yeer 2000 and 2010 with 10%

of a university in England.

The ration of only English speaker was

increased by 35% in 2010, which was 30%

in 2000 at a university in England. Two languages

were also rose with 15% in

2010 in compersion 2000 with 10% among

the brutish students. Bilingual students, who

can speak another language with English also

gained with 20% in 2010, which were 15% in

2000 at a university in England

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, including the trends for different language groups between 2000 and 2010. However, the presentation is somewhat disjointed, and the initial summary is fragmented into bullet-like phrases rather than coherent sentences. While the key data points are identified, the comparison between the two years is occasionally confusing due to inaccurate phrasing, such as stating that the ratio of 'no other language' increased when the data shows a specific shift. The overview is present but lacks the necessary polish to clearly highlight the most significant trends, such as the decline in French and Spanish speakers versus the rise in bilingualism.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the internal structure is weak. The opening section is particularly problematic, consisting of fragmented lines rather than a cohesive introduction. Cohesive devices are used, such as 'Overall' and 'While', but they are often applied incorrectly or in a way that disrupts the flow of ideas. For example, the transition 'While, Two other language...' is grammatically and logically awkward. The progression of information is repetitive, with the phrase 'at a university in England' appearing at the end of almost every sentence, which makes the writing feel mechanical and lacks variety in referencing.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. There are frequent spelling errors, such as 'comparision', 'theen', 'cheenge', 'ration', 'yeer', and 'compersion'. The student relies heavily on basic descriptors like 'increased' and 'decreased'. While the student attempts to use terms like 'bilingual', the overall range is insufficient to convey the information with precision. The misuse of words like 'ration' (likely meaning 'ratio' or 'proportion') and the awkward phrasing of the categories indicate a need for a broader and more accurate range of vocabulary to describe statistical trends effectively.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with subject-verb agreement (e.g., 'The spanish and french language were spoken... which was decreased') and article usage. Sentence structures are mostly simple, and attempts at complex sentences are often marred by errors in punctuation and word order. For instance, 'Two languages were also rose with 15%' is grammatically incorrect. The frequent misuse of prepositions and tense consistency makes the text difficult to follow. A greater focus on basic sentence construction and proofreading for common errors is necessary.

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