Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-17
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 pie charts 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. The pie chart data is in percentage form.
Overall, Spanish and French where the two main languages that where used by British students other than English. In 2000 Spanish was the highest used language whereas in 2010 another language was in the lead. Moreover, usage of German language was constant in this years span.
To begin with, in the year 2000 Spanish language useage was 20% which was one of the most. Additionally, French was used around 15% and German only was used near to 10%. Futhermore, 10% was of Two other languages. The remaning 45% was distributed between No other language and Another language.
Secondly, in 2010 usage of Spanish language declined to 10% and came 10% from 20%. Moreover, French language declined to 5% and came to 10% whereas German was the constant. The No other language and Another language inclined by 5% each.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| 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 analysis is somewhat inconsistent. For instance, the statement that 'Spanish was the highest used language' in 2000 is inaccurate based on the provided data, as 'No other language' was the largest category. Furthermore, the description of the 2010 data is confusing, particularly the phrase 'came 10% from 20%'. The summary lacks precision in reporting the data, which prevents it from reaching a higher band. To improve, ensure that the data reported matches the visual evidence exactly and avoid vague descriptions of changes.
Coherence and Cohesion — Band 5.5
The essay is organised into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices such as 'To begin with', 'Additionally', and 'Secondly' are used to guide the reader. However, the progression of ideas is sometimes hindered by unclear referencing and awkward phrasing, such as 'came 10% from 20%'. While the paragraphing is appropriate, the internal cohesion within the body paragraphs is occasionally mechanical, and the logical flow is interrupted by the inaccuracies in data interpretation. Improving the clarity of transitions and ensuring that each sentence builds logically upon the previous one will enhance the overall coherence.
Lexical Resource — Band 5.5
The range of vocabulary is adequate for the task, but it is somewhat repetitive and contains several errors in word choice and spelling. Examples include 'useage' (usage), 'remaning' (remaining), and 'inclined' (increased). The student relies on basic descriptors like 'highest used' and 'constant', which limits the sophistication of the response. To achieve a higher band, the student should focus on using more precise academic vocabulary to describe trends, such as 'fluctuated', 'remained stable', or 'experienced a decline'. Additionally, careful proofreading is necessary to eliminate basic spelling errors that detract from the professional tone of the report.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and complex sentence structures. However, there are frequent grammatical errors that occasionally impede clarity, such as 'Spanish and French where the two main languages that where used' (were/were) and 'German only was used near to 10%'. The misuse of 'where' instead of 'were' is a recurring error. While the meaning is generally understandable, the frequency of these errors suggests a lack of control over basic grammatical structures. To improve, the student should focus on subject-verb agreement and the correct use of auxiliary verbs, as well as refining sentence construction to ensure accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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