Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-06
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 percentage of UK students at one university in England who were able to speak other languages English from 2000 to 2010 is depicted in the given pie chart .
Overall, it can be clearly seen that UK student spoken other language the most in 2000 whereas the lowest languages were German and two other languages in the same year. No other language UK students spoken highest in 2010.
In 2000, 30 % UK students spoken no other language , followed by, Spanish language 20% . French and another language spoken by the UK student remained the same percentage 15% in 2000. The proportion of UK student speak languages were the lowest German and two other languages at 10 % in the year 2000.
In 2010, the number UK students who spoken no other language increased nearly 5% while another languages and two other languages also rose at 5% respectively. In contrast, Spanish , German , French languages students speak decreased at 5% in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarize the data, but the analysis is significantly flawed. While you identify some figures, the interpretation of the trends is inaccurate. For example, you state that 'No other language UK students spoken highest in 2010', which is unclear and does not accurately reflect the data. Furthermore, the description of the trends (e.g., 'Spanish, German, French languages students speak decreased at 5%') is imprecise and fails to highlight the most significant changes or comparisons effectively. To improve, focus on identifying the most prominent features—such as the shift in the 'no other language' category—and ensure your data reporting is precise and logically grouped.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, which helps the reader follow the structure. However, the logical progression is weak. The overview is confusingly phrased, making it difficult to grasp the main trends immediately. Cohesive devices are used, but they are often mechanical or misused, such as the repetitive use of 'in 2000' and 'in 2010' to start sentences. Referencing is also problematic; for instance, 'another languages' is used inconsistently. To reach a higher band, focus on using a wider variety of linking words (e.g., 'whereas', 'conversely', 'in comparison') and ensure that each paragraph has a clear, singular focus.
Lexical Resource — Band 5.0
Your vocabulary is limited and repetitive, which restricts your ability to describe the data with precision. You frequently use basic phrasing like 'spoken' or 'languages' without variation. There are also noticeable errors in word choice and collocation, such as 'UK student spoken other language' instead of 'UK students who spoke other languages'. To improve, you should learn to use more academic verbs and nouns related to data description, such as 'proportion', 'fluctuated', 'remained stable', or 'experienced a decline'. Expanding your range of descriptive adjectives and adverbs would also help you convey the magnitude of the changes more effectively.
Grammatical Range and Accuracy — Band 5.0
There are frequent grammatical errors throughout the text that occasionally impede communication. Issues include incorrect verb tenses (e.g., 'UK students spoken' instead of 'UK students spoke'), missing articles, and awkward sentence structures. For example, 'The proportion of UK student speak languages were the lowest' contains multiple errors in subject-verb agreement and word form. You rely heavily on simple sentence structures, and your attempts at more complex sentences are often marred by errors. Focus on mastering basic sentence construction, specifically subject-verb agreement and the correct use of past tense verbs when describing historical data.
See this exact question answered at other band scores — the same prompt compared across bands.
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