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 percentages of British students who were able to speak several languages and also English at university in two separated year 2000 and 2010.

Overall, in 2000 and 2010 both The British children noted highest in who had not able for speak any other Languages. However, two other languages and German both had lowest value in 2000. Whereas Spanish, French and German described decreased.

In 2000, the no other Language noted 30% by British students. Two other Language and German both accounted by 10%. In addition, French and Another language recorded 15% similarly. Spanish had 20% by British youngers.

The British Lerners recorded at 35% in no other language in 2010. Spanish, French, German had similar and shown by 10%. Two other languages presented with 15% which was higher than Another language

which had 20%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement. While you have identified the main features of the charts, the analysis is somewhat superficial. You have listed percentages for each category, but the comparisons are often unclear or inaccurate (e.g., stating 'Spanish, French and German described decreased' without sufficient detail). To improve, ensure you provide a clear overview and support your points with accurate data comparisons. Because the response is under-length, the development of ideas is limited, preventing a higher score.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which is a positive step. However, the logical progression of ideas is hindered by awkward phrasing and a lack of cohesive devices. For instance, the transition between the overview and the body paragraphs is abrupt. You rely on simple connectors like 'In addition' and 'Whereas', but these are not always used effectively to link related ideas. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the two years. Improving the use of linking words and ensuring each paragraph has a clear focus will enhance coherence.

Lexical Resource — Band 5.0

Your vocabulary is somewhat repetitive and limited. You frequently use basic terms like 'noted', 'recorded', and 'accounted by'. There are also issues with word choice and spelling, such as 'separated year' instead of 'separate years', 'Lerners' instead of 'learners', and 'British youngers'. To achieve a higher band, you should aim for a wider range of vocabulary to describe trends, such as 'fluctuated', 'remained stable', or 'experienced a decline'. Additionally, ensure you use precise terminology for data presentation to avoid ambiguity.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement (e.g., 'both The British children noted highest'), incorrect preposition usage, and awkward sentence structures (e.g., 'Spanish, French, German had similar and shown by 10%'). The range of structures is limited, consisting mostly of simple sentences. To improve, focus on mastering basic sentence construction and proofreading for common errors like missing articles or incorrect verb forms. Incorporating a mix of complex sentences would also help demonstrate a better command of grammar.

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

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