Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-09
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 5.5)
The pie chart represents the proportion of languages other than English spoken by British university students in England in the year 2000 and 2010.
Overview, English is the most common language used by student in 2000 and 2010. Spanish and French are reduced in percentage and the percentage of two other languages students rise.
In the first glance, Spanish is the higher spoken language other than English. French language and another languages are equal in percentage that is 15% and same in case of German and two other language which is 10%.
In the year 2010, the number of Spanish and French spoken language students decreased whereas the percentage of English, another language other than mentioned and the students who were able to speak two another language are increased. It is clearly mentioned that 5% is increased who can only able to speak English. German spoken students ratio is constant through out the period which is 10%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, such as the decline in Spanish and French and the stability of German. However, the analysis is somewhat superficial and lacks precision in reporting data. For instance, the statement 'French language and another languages are equal in percentage' is vague, and the description of the 2010 data is repetitive. While the main trends are identified, the comparison between the two years could be more effectively integrated. The response would benefit from a more analytical approach to the data rather than simply listing changes, ensuring that all key features are highlighted with accurate supporting figures.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate, such as 'In the first glance' (should be 'At first glance') and 'same in case of'. The progression of ideas is sometimes disjointed, particularly in the transition between the overview and the body paragraphs. While the paragraphing is sufficient, the lack of sophisticated linking words and the occasional awkward phrasing hinder the overall flow of the text. Improving the variety and accuracy of transition signals would significantly enhance the coherence of the response.
Lexical Resource — Band 5.5
The range of vocabulary is limited and repetitive, relying heavily on basic terms like 'percentage', 'students', and 'spoken'. There are several instances of awkward word choice and collocation errors, such as 'Spanish and French are reduced in percentage' (should be 'The percentages of Spanish and French speakers decreased') and 'two another language' (should be 'two other languages'). The vocabulary is generally adequate for the task but lacks the flexibility and precision required for higher bands. To improve, you should focus on using more varied reporting verbs and nouns to describe statistical trends, such as 'declined', 'remained stable', or 'fluctuated'.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'English is the most common language used by student' (should be 'students'), 'the percentage of two other languages students rise' (should be 'rose'), and 'who can only able to speak' (should be 'who are only able to speak'). Punctuation is generally functional, but the sentence construction is often clunky. While the meaning is usually clear, the frequency of errors in basic grammar—such as subject-verb agreement and article usage—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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