Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-15
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 charts below illustrate 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.
Overall no other language(s)accounted high in the proportions among the British students at one university in England in addition to English, in 2000 and 2010. In contrast Spanish and French took up smaller proportion in 2010. There was notable increase in another languages and specially two other languages . while German language remain the constant choice among British student in 2010.
In 2000 majorly 30% of British student in England were not able to speak no other language . While 20% speak Spanish followed by 15% of student who speaks French .Same 15% of students also speak another language while 10% speaks German and 10% accounted for students who speaks two other languages.
By 2010 proposition of British student who were not able to speak no other language risen by 35%. Decline of10 % is also shown in Students who speak Spanish and French in 2000. Students who speaks another languages and 2 other languages show rise from 15% to 20% and 10 to 15% simultaneously. While German speaking students remain same as 10% in 2000 and 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| 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 key trends and making comparisons between 2000 and 2010. However, the overview is somewhat confusingly phrased, and there are inaccuracies in the data reporting. For instance, the statement that 'no other language accounted high' is vague, and the description of the 'no other language' category as 'not able to speak no other language' is a double negative that obscures the meaning. While the main trends are identified, the lack of precision in data interpretation and the unclear overview prevent this from reaching a higher band.
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. Phrases like 'By 2010 proposition' and 'simultaneously' are used incorrectly to link ideas. The progression of information is sometimes hindered by awkward phrasing, such as the transition between the overview and the body paragraphs. While the logical flow is generally discernible, the lack of sophisticated linking words and the repetitive structure of the sentences limit the coherence of the response.
Lexical Resource — Band 5.0
The vocabulary is limited and often repetitive. There are frequent errors in word choice and collocation, such as 'majorly' instead of 'the majority of', and 'proposition' instead of 'proportion'. The phrase 'not able to speak no other language' is grammatically confusing and demonstrates a lack of control over basic lexical structures. While the student attempts to use terms like 'accounted for' and 'decline', the overall range is narrow, and the errors occasionally impede the clarity of the information being presented.
Grammatical Range and Accuracy — Band 5.0
The response relies heavily on simple sentence structures. There are frequent grammatical errors, including subject-verb agreement issues (e.g., 'German language remain', 'students who speaks') and incorrect use of negatives. Punctuation is also inconsistent, with unnecessary spaces before commas and periods. While the meaning is generally understandable, the high frequency of errors in basic grammar and the lack of complex sentence structures significantly impact the quality of the writing. The errors are persistent and occur throughout the text.
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