Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-11
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 pie chart below illustrates the ratio of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.
Overall, there was the big difference between Spanish and french was same in 2010. In 2000 students spoke other languages less as compared in 2010
First of all, we discuss about the pie chart of 2000. In which the french was 15% and the more % was No other language, students did not spoke other than English. And German and two other languages were same like 10%.
The second chat gave the information or difference between the chat of 2000. In which No other language was 35%, it was higher than the other categories. In contrast that, students spoke Another language in 20% but in 2000 it was only 15%. The big difference between the two pie charts were that Spanish and french, in 2010 it was same 10% students spoke these languages at same ratio but in 2000 it was different ratio Spanish 20% and french 15%.
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 fails to provide a clear overview of the main trends. While it identifies some figures, the analysis is fragmented and lacks a cohesive comparison. The description of the data is often inaccurate; for example, the student claims 'No other language' was 35% in 2010, but the chart shows 30%. Furthermore, the comparison between 2000 and 2010 is confusingly phrased, making it difficult for the reader to follow the changes. The response lacks a clear summary of the most significant shifts, such as the increase in students speaking no other language or the decline in German speakers.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, but the progression of ideas is disjointed. The use of cohesive devices is mechanical and sometimes inappropriate, such as 'First of all, we discuss about the pie chart'. Referencing is often unclear, particularly when comparing the two charts, which makes the logical flow difficult to follow. The transition between the introduction, the body paragraphs, and the conclusion is weak, and the overall structure feels repetitive rather than analytical. Improved use of linking words like 'whereas', 'in contrast', or 'consequently' would help connect the ideas more effectively.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'big difference', 'same', and 'ratio'. There are several instances of inaccurate word choice, such as 'the second chat' (likely meaning 'chart') and 'did not spoke'. The student struggles to use precise terminology to describe statistical data, such as 'proportion', 'percentage', or 'fluctuation'. While the meaning is generally conveyed, the lack of variety and the frequent errors in word form and collocation restrict the response to a lower band.
Grammatical Range and Accuracy — Band 5.0
The response relies on simple sentence structures, and there are frequent grammatical errors that occasionally impede clarity. Common issues include subject-verb agreement ('students did not spoke'), incorrect preposition usage ('discuss about'), and awkward phrasing ('the big difference between the two pie charts were that'). Punctuation is also inconsistent, with some sentences lacking proper structure. While the student attempts to use complex ideas, the execution is consistently flawed, preventing the use of a wider range of error-free complex structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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