Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The pie chart compares the provided data of British student at one university in England who able to speak other language in the years of 2000 to 2010.
Overall,In the year of 2000 another language speakers are had large numbers of 30% and follows behinds by Spanish speakers at 20%. German only and two other language had 10% each. And French and another language speakers had also 15% each.
In the year at 2010, There are some changes between two years. The another language speaker has number increase at 35%. And Spanish and French has number decrease at 10% each. Two other language are slightly increase at 5%. May other language was
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the ability to fully address the task. While you have identified some main features, such as the percentages for different languages, the analysis is incomplete and ends abruptly. The data is not fully reported, and the comparison between the two years is underdeveloped. To improve, ensure you provide a complete overview of the data, including all categories shown in the charts, and extend your analysis to meet the length requirement. The current response is too brief to provide a clear summary of the information provided.
Coherence and Cohesion — Band 5.0
The response lacks a clear logical progression. While there is an attempt at paragraphing, the transition between ideas is mechanical and often confusing. The use of cohesive devices is limited and sometimes inaccurate, such as the repetitive use of 'and' to start sentences or link clauses. The lack of a concluding summary or a cohesive structure makes the text difficult to follow. To improve, focus on using a wider range of linking words (e.g., 'however', 'in contrast', 'meanwhile') to connect your ideas more fluidly and ensure each paragraph has a clear, unified focus.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive, relying on basic structures to describe the data. There are frequent errors in word choice and collocation, such as 'another language speakers are had large numbers' and 'number increase at 35%'. These errors occasionally impede the clarity of the information. To reach a higher band, you should aim to use more precise vocabulary for describing trends, such as 'accounted for', 'experienced a decline', or 'remained stable'. Expanding your range of descriptive language will help you report the data more accurately and professionally.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that affect the readability of the text. There are issues with subject-verb agreement (e.g., 'Spanish and French has number decrease'), incorrect tense usage, and awkward sentence construction (e.g., 'The another language speaker has number increase'). The range of structures is very limited, consisting mostly of simple sentences with errors. To improve, focus on mastering basic sentence structures, including correct verb forms and articles. Practicing the use of complex sentences will also help you achieve a higher band, but accuracy must be the priority before attempting more complex grammatical forms.
See this exact question answered at other band scores — the same prompt compared across bands.
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