Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-04
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 chart illustrates 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.
Overall, the highest language are speak by students is no other language which is 30% in 2000 whereas the percentage of no other language is increased in 2010.
In 2000, students who spoke no other language constituted 30% of the total, making it the highest category. However, in 2010 this significantly increased 35%. Conversely, Spanish became the most dominate single foreign language spoken is 20% in 2000 but this language drop significantly in 2010 is 10%.
Among the remaining categories, the proportion of another language spoken by students is increase from 15% to 20%. Similarly, those who were capable of speaking two other language saw a modest increase in 10% to 15%.
In conclusion, the another language is increased from 15% to 20%. The German language remain stabled in both years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the charts, identifying the highest and lowest categories and noting changes over time. However, the analysis is somewhat superficial. While you mention the increase in 'no other language' and the decrease in Spanish, the data reporting is occasionally inaccurate or confusing, such as stating 'the percentage of no other language is increased' without clearly linking it to the 2000-2010 timeframe in the overview. Additionally, the conclusion repeats information already stated in the body paragraphs rather than synthesising the main trends. To improve, ensure all data points are clearly linked to the correct years and avoid repetitive summaries.
Coherence and Cohesion — Band 5.5
The essay is organised into an introduction, body paragraphs, and a conclusion. However, the logical flow is hindered by awkward phrasing and repetitive sentence structures. While some cohesive devices like 'Conversely' and 'Similarly' are used, they are sometimes applied to ideas that do not logically follow one another. Paragraphing is present, but the final paragraph is redundant, as it merely restates information from the previous paragraph rather than providing a meaningful summary. Improving the use of referencing and ensuring each paragraph has a distinct focus would enhance the overall coherence.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks precision and variety. There are several instances of awkward word choice, such as 'the highest language are speak by students' and 'most dominate single foreign language'. The use of 'stabled' is incorrect; 'remained stable' would be the appropriate form. You rely on basic descriptors and struggle with collocations related to data reporting. To reach a higher band, focus on using more precise academic vocabulary, such as 'accounted for', 'experienced a decline', or 'remained constant', and ensure correct word forms are used.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'the percentage of no other language is increased' (passive voice error), 'this significantly increased 35%' (missing preposition), and 'the another language is increased' (article error). Subject-verb agreement is also inconsistent. While the meaning is generally understandable, the high frequency of errors in basic grammar prevents the response from reaching a higher band. Focusing on subject-verb agreement and the correct use of prepositions with data will significantly improve your accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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