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)
This charts compares the proportion of British students at one university in England they speak other languages in addition to English in 2000 and 2010.
Overall, the highest part is no other language and lowest is German and two other language that are equal.
Firstly, in 2000 British students speak German and two other language that are 10%. Moreover, no other language is 30% speak other then English. The French and Another language slice people speak 15% that are equal.
Secondly, in 2010 lot of people speak no other language is 35% that is increased in this year. Furthermore, Another language is also grew 5% into 15% and German spoken only 10%. In addition, French and Spanish are equal in this year that slice is 10% in both languages. In the last the two other languages in 15% that is also increased in 2010. Almost every languages spoken is inclined in 2010 without Spanish is decreased 10% and French also declined
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the charts, such as the increase in 'no other language' and the comparison of specific language categories. However, the analysis is somewhat mechanical and lacks a clear, cohesive overview. While the key trends are identified, the description of the data is occasionally inaccurate or confusing, such as the claim that 'two other languages' and 'German' were equal in 2000, or the contradictory statements regarding the decline of French and Spanish. To reach a higher band, you should focus on grouping data more logically and ensuring that the summary clearly highlights the most significant changes between the two years rather than listing figures in isolation.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often repetitive or misused. For example, the transition 'In the last' is non-standard, and the connection between sentences is frequently disjointed. The progression of ideas is somewhat linear rather than analytical, making the text feel like a list of data points rather than a cohesive report. To improve, try using a wider variety of linking words (e.g., 'conversely', 'in contrast', 'subsequently') and ensure that each paragraph has a clear thematic focus that flows logically from the previous one.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'speak', 'languages', and 'increased'. There are several instances of awkward phrasing, such as 'highest part is no other language' and 'slice people speak'. The word choice is often imprecise, which occasionally hinders the clarity of the comparisons. To improve, you should incorporate more varied vocabulary related to data description, such as 'proportion', 'percentage', 'fluctuated', 'remained stable', or 'accounted for'. Expanding your range of synonyms will help you describe the charts with greater precision and sophistication.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that affect the flow of the text. There are consistent issues with subject-verb agreement (e.g., 'This charts compares', 'Another language is also grew'), article usage, and sentence structure. Many sentences are simple or contain structural errors that make them difficult to parse, such as 'no other language is 30% speak other then English'. While the meaning is generally understandable, the high frequency of errors in basic sentence construction prevents the response from reaching a higher band. Focusing on mastering basic sentence patterns and proofreading for subject-verb agreement would be highly beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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