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)

The chart illustrates the difference of speaking languages in UK other than english from 2000 to 2010.

Overview, we can see clear difference in speaking like massive change in spanish speaking, french language has less speakers, german data is constant, other languages speakers are increased, people not speaking other than english are increased, people speaking two languages are slightly increased.

To begin with, there is a 10% decrement in the speaking of spanish earlier it was 20% reduced to 10% furthermore, french speakers is reduced by 5%, from 15% to 10%. People who speaks german are constant.

Moreover, 5% increment in all the students who speak any language other than english are from 30% to 35%. similarly, foreign students who knows languages other than english are increased by 15% to 20%. in addition students communicate in two languages other than english are also increased by same amount from 10% to 15%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task by identifying some key features, such as the decline in Spanish and French speakers and the stability of German. However, the report is marred by significant inaccuracies in data interpretation. For instance, the text claims a 10% decrement in Spanish from 20% to 10%, which is mathematically inconsistent with the provided charts. Furthermore, the overview is poorly structured and lacks a clear summary of the most significant trends. The analysis is superficial and fails to make meaningful comparisons between the two years, leading to a fragmented presentation of the data.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, but the flow is disjointed. The use of cohesive devices is mechanical and sometimes inappropriate, such as the abrupt start with 'Overview, we can see...'. Referencing is often unclear, and the progression of ideas is hindered by the lack of logical transitions between sentences. While the response is divided into paragraphs, the internal structure of these paragraphs is weak, making it difficult for the reader to follow the comparison of data points effectively.

Lexical Resource — Band 5.0

The range of vocabulary is limited and repetitive. The student relies on basic terms like 'increased', 'reduced', and 'constant' throughout the text. There are also errors in word choice and collocation, such as 'decrement in the speaking of spanish' and 'foreign students who knows languages'. These errors occasionally impede the clarity of the information being presented. To reach a higher band, the student needs to incorporate a wider variety of precise verbs and nouns related to data description, such as 'fluctuated', 'remained stable', or 'a marginal rise'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, including subject-verb agreement issues ('french speakers is reduced', 'People who speaks german') and punctuation errors, such as missing capital letters at the start of sentences and improper comma usage. The sentence structures are mostly simple, and attempts at more complex sentences are often faulty. While the meaning is generally understandable, the high frequency of errors in basic grammar and sentence construction prevents the writing from reaching a higher band score.

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

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