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 a 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 speak other than English. And German and two other languages were same like 10%.
The second chart gave the information or difference between the chart of 2000. In which No other language was 30%, it was higher than the other categories. In contrast that, students speak Another language in 20% but in 2000 it was only 15%. The big difference between the two pie charts was that Spanish and French, in 2010 it was declined 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 charts, but the analysis is often inaccurate and confusing. For example, you state that 'No other language' was 30% in 2010, whereas the chart shows it as 20%. Furthermore, the description of the trends is contradictory; you mention that Spanish and French declined, but the data interpretation is inconsistent. To improve, you must ensure that the data points are read correctly and that the main features (such as the most significant changes or the largest categories) are clearly highlighted. The overview provided is too vague and does not effectively summarize the key trends between the two years.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, but the progression of ideas is often unclear. The use of cohesive devices is mechanical and sometimes inappropriate, such as 'First of all, we discuss about...' and 'In contrast that'. These phrases do not effectively link ideas or guide the reader through the data. Additionally, the referencing is sometimes confusing, making it difficult to follow which year or category you are referring to. To improve, use a wider variety of linking words and ensure that each paragraph has a clear, logical focus that contributes to the overall summary.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. You rely on basic terms like 'big difference', 'same', and 'other languages'. There are also issues with word choice and collocation, such as 'the more % was No other language' and 'it was declined 10%'. To reach a higher band, you should incorporate more precise vocabulary related to data description, such as 'proportion', 'fluctuated', 'remained stable', or 'accounted for'. Avoid informal phrasing like 'we discuss about' and focus on using academic, objective language to describe the trends shown in the charts.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with sentence structure, such as 'In which the French was 15% and the more % was No other language, students did not speak other than English', which is a fragmented and poorly constructed sentence. Subject-verb agreement and preposition usage are also inconsistent. While you attempt some complex structures, they are often faulty. To improve, focus on mastering basic sentence construction, ensuring that every sentence has a clear subject and verb, and proofreading for common errors in tense and article usage.
See this exact question answered at other band scores — the same prompt compared across bands.
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