Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-07

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)

This pie charts elaborated the proportion of British speak students who know and able to speak other languages which was compared in the year of 2000 to 2010.

As can be seen from the charts. In the year of 2000 20% students are able speak spanish atter the 10 years it showed 10% decreases only 10% students speak spanish. In 2000 15% students speak french language and After to compared with 2010 only 10 % students speak french language. In the year of 2000 and 2010 10% students are able to speak German language. In the year of 2000 30% students are only able to spealk English language. In After 10 yeers in 2010 5% more students are able to spealk English language. 15% students are able to speak

Another language in the year of 2000. In the year of 2010 20% students are able to speak another language. In the year of 2000 10% students are able to speak two different language. In the year of 2010 15% student are able to speak another two languages.

To conclude that

To pen down, we can say the students of British University are able to speak Another languages. in addition to english. They only not able to speak french language greatly

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the data from the two charts. However, the information is presented as a list of individual data points rather than a coherent summary of trends. There is no clear overview of the main features, such as the overall shift in language proficiency. The comparison between the two years is mechanical and lacks analytical depth. While the task is addressed, the lack of a clear summary and the failure to highlight significant trends or contrasts effectively limits the achievement of the task requirements.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the logical progression is weak. The sentences are often disjointed, and the use of cohesive devices is repetitive and sometimes inaccurate, such as the awkward transition 'In After 10 yeers'. The concluding paragraph is fragmented and fails to provide a meaningful summary of the data. Referencing is often unclear, and the lack of effective linking words makes the text feel like a series of isolated statements rather than a cohesive report.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying heavily on basic phrases like 'students are able to speak'. There are frequent errors in word choice and collocation, such as 'spealk' (spelling) and 'After to compared with'. The range of vocabulary is insufficient to convey the information with precision or variety. The student struggles to use academic language appropriate for a report, leading to a simplistic tone that does not meet the requirements for higher bands.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('20% students are'), tense usage ('This pie charts elaborated'), and sentence structure. The writing consists mostly of simple sentences with little attempt at complex structures. Punctuation is also inconsistent, particularly in the final paragraph. While the meaning is generally understandable, the high frequency of errors in basic grammar and sentence construction prevents the response from reaching a higher band.

See this exact question answered at other band scores — the same prompt compared across bands.

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