Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-18

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 charts illustrate the percentage of British learns at one university in England who were capable to speak other language in additionally between 2000 to 2010. After analyzing that, it can be seen clearly that The British pupils was speak German almost identical percentage of both years. In contrast, negligible difference was seen in the percentum of mentees speak no other language in both pie charts. The pie chart further collate that the preference of scholar was similar in two other language which was 10 to 15 % in 2000 and 2010. The percentile of students was speak french 10 or 15 % in former or later year respectively. Wheres in 2000 the another language British speak at 15 % and in 2010 rose at 5 % approximately. Overall, Maximum percentage of British teenagers speaks no other language. While in French, there was minimum proportion of pupils in the given period.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task by identifying some main features, but the analysis is inconsistent and lacks precision. While you mention the categories, the data reporting is often inaccurate or vague (e.g., '10 to 15 %' is imprecise). The overview is present but lacks a clear synthesis of the most significant trends, such as the shift in the 'no other language' category. To improve, ensure you accurately extract data points from the charts and provide a more structured comparison between the two years rather than listing isolated observations.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, but the logical flow is hampered by awkward phrasing and repetitive sentence structures. While some cohesive devices like 'In contrast' and 'Overall' are used, they are sometimes applied mechanically. The progression of ideas is occasionally difficult to follow because the relationships between the data points are not clearly articulated. Improving the use of linking words and ensuring that each sentence builds logically upon the previous one would significantly enhance the coherence of your writing.

Lexical Resource — Band 5.0

Your vocabulary is limited and contains several non-standard word choices, such as 'learns' instead of 'learners', 'mentees' for students, and 'percentum'. These errors occasionally make the text difficult to understand. You rely on basic vocabulary and struggle with appropriate collocations. To reach a higher band, focus on using precise terminology for describing data (e.g., 'proportion', 'figure', 'accounted for') and avoid inventing or misusing words. Expanding your range of academic vocabulary will help you describe trends more effectively.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede clarity. Issues include subject-verb agreement ('pupils was speak'), incorrect verb forms ('was speak french'), and awkward sentence construction ('the another language British speak at 15 %'). There is a lack of complex sentence structures, and the existing ones are often faulty. To improve, focus on mastering basic sentence patterns, specifically subject-verb agreement and the correct use of prepositions and articles. Proofreading for basic errors will also help improve the overall accuracy of your writing.

See this exact question answered at other band scores — the same prompt compared across bands.

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