Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-12
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 given chart illustrates about 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.
This chart shows that, In year 2000, highest proportion to speak no other language,least proportion is included in both German only and two other languages . In year 2010,highest proportion is included who spoke no other language , as well as least students is included in Spanish,French and German.The data is given in percentage form.
In year 2000, British Students able to speak different languages. the highest number of students included in no other language , it is about 30 %. then after that it is chased by Spanish language , which is 10% less than first. About 15% included in another language.Both German and two another languages have same percentage of about 10%.
In year 2010, most students engaged in no other language about 35 %. about 15% less is included in another language.Two another language student can contributed about 15%. same amount of students included in Spanish , French and German about 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 | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, identifying the proportions for different language categories in 2000 and 2010. However, the analysis is somewhat mechanical and lacks a clear overview or summary of the trends. The description of the data is occasionally inaccurate or confusing, such as stating '10% less than first' or '15% less is included in another language', which makes it difficult for the reader to follow the comparison. To improve, you should focus on grouping the data more logically and providing a clear, concise summary of the most significant changes between the two years.
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 limited and sometimes repetitive. Phrases like 'In year 2000' and 'In year 2010' are used to start paragraphs, but the internal flow within paragraphs is disjointed. There is a lack of linking words to connect ideas, and the referencing is sometimes unclear, such as 'it is about 30%'. Improving the variety of transition signals and ensuring that pronouns clearly refer back to previous nouns would significantly enhance the coherence of your writing.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but remains quite basic and repetitive. You rely heavily on simple phrases like 'highest proportion', 'included in', and 'about'. There is little attempt to use a wider range of vocabulary to describe trends or data variations. To reach a higher band, try to incorporate more precise reporting verbs and adjectives, such as 'accounted for', 'constituted', 'a significant majority', or 'a marginal increase'. Additionally, ensure that your word choices are accurate; for example, 'engaged in' is not the most appropriate term for describing language proficiency.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple sentence structures, but there are frequent grammatical errors throughout. Issues include missing articles ('In year 2000'), incorrect preposition usage, and awkward phrasing ('The given chart illustrates about'). Subject-verb agreement is also inconsistent, such as 'least students is included'. While the meaning is generally understandable, these errors occur frequently and occasionally impede the flow of the text. To improve, focus on mastering basic sentence construction, including the correct use of articles and prepositions, before attempting more complex structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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