Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
Task-1
The charts below providing the data about British pupils at one university in England who knows speaks other language apart from english, in 2000 and 2010.
At a fleeting glance, in 2000 only 10% students spake two other language, by next 10 year it was increased by 5%. The same proportion of students knows know the German language which was 10% in both years. In 2010, 35% scholars spake the no other language rathar than english and it was 5% more than last year.
Moving further, there was 15% of students that speak French only in 2000 and it was decreased by 5% after ten years. In 2000, 20 percent scholars speak Spanish that was rack down by half proportion in 2010. In 2000, 15% students speak another language and by next ten decade it was reached to 20%.
Overall in both years the percentage of students that speak no other language than english was higher than others and there is no the percentile of german speaker was untouched.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response addresses the task by identifying the main features of the charts. However, the analysis is hampered by significant inaccuracies in data interpretation. For instance, the student states that 35% of students spoke no other language in 2010, which is a misreading of the provided data. Furthermore, the description of trends is inconsistent, such as claiming that the proportion of German speakers was 'untouched' while the data shows a clear change. While the main features are selected, the lack of precision in reporting the figures and the failure to accurately compare the two years prevent a higher score. The overview is present but lacks clarity due to these factual errors.
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 misused, such as 'Moving further' and 'by next ten decade'. The progression of ideas is sometimes illogical, particularly in the second paragraph where the transition between data points is disjointed. Referencing is occasionally unclear, and the flow between sentences is hindered by awkward phrasing. While there is an attempt to group information, the overall coherence is affected by the lack of smooth transitions and the repetitive nature of the sentence structures.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, often relying on basic terms like 'students', 'speak', and 'percentage'. There are several instances of word-choice errors and awkward collocations, such as 'spake the no other language', 'rack down by half', and 'untouched'. The student struggles to use precise terminology to describe trends, such as 'increased by 5%' or 'decreased by 5%', which are used repeatedly. The range of vocabulary is insufficient to convey the information with the necessary precision required for an Academic Task 1 response, and spelling errors like 'rathar' further detract from the quality.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede communication. There are consistent issues with subject-verb agreement ('students... knows', 'scholars spake'), tense usage ('it was increased', 'it was reached'), and article usage ('the no other language'). The sentence structures are predominantly simple, and attempts at more complex sentences often result in errors, such as 'The charts below providing the data...'. Punctuation is generally functional, but the overall control of grammar is weak, with errors occurring in almost every sentence. The lack of variety in sentence structure limits the ability to express relationships between the data points effectively.
See this exact question answered at other band scores — the same prompt compared across bands.
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