Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-19
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 rendered pie charts depict information about the percentage of British learners at one university in England who were able to speak other languages in addition English in 2000 and 2010.
Overall, the maximum number of students spoke Spanish, whereas the least learners spoke German and two other languages in former year, while in the latter year the highest proportion of students spoke French and the lowest students spoke Spanish and French.
In detail, in 2000, the highest proportion of students spoke Spanish at 20%. 10% learners spoke two other languages. Interestingly, 15% of pupils spoke in French and another language.
In terms of 2010, another language was spoke by 20 proportion students followed by two other language with 15% pupils. Spanish, French and German spoke by 10% students. In former year 30% learners do not spoke any other language, whereas in latter year the percentage of pupils was increased with 5% who do not spoke other language.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| 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, but the accuracy of the data reporting is problematic. For instance, the summary statement claims the highest proportion in 2010 was French, which contradicts the data provided in the charts. Furthermore, the description of the 2010 data is confusing, with contradictory statements about which languages were spoken by 10% of students. While the response attempts to make comparisons, the lack of precision in reporting the figures and the misinterpretation of the visual information significantly hinder the task achievement. To improve, ensure that the data reported matches the charts exactly and that the overview clearly reflects the most significant trends.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which is a positive step. However, the progression of ideas is often disjointed due to awkward phrasing and unclear referencing. Cohesive devices are used, such as 'In detail' and 'In terms of', but they are sometimes applied mechanically or incorrectly. The transition between the 2000 and 2010 data is abrupt, and the lack of clear logical flow makes it difficult for the reader to follow the comparison. Improving the use of linking words and ensuring that each sentence logically follows the previous one would greatly enhance the coherence of the response.
Lexical Resource — Band 5.0
The vocabulary range is limited and repetitive. There are several instances of awkward word choice and incorrect collocations, such as '20 proportion students' instead of '20% of students' and 'the percentage of pupils was increased with 5%'. The student relies on basic terminology and struggles to express the data with precision. To reach a higher band, the student should focus on using more varied and accurate vocabulary to describe trends, such as 'accounted for', 'represented', or 'a significant increase', and ensure that numerical data is presented using standard academic phrasing.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede communication. There are consistent issues with verb tense and form, such as 'another language was spoke' (should be 'spoken') and 'did not spoke' (should be 'did not speak'). Sentence structures are generally simple, and attempts at more complex sentences often result in errors. Punctuation is also inconsistent. To improve, the student needs to focus on basic subject-verb agreement, correct passive voice construction, and ensuring that verb tenses are used consistently throughout the report.
See this exact question answered at other band scores — the same prompt compared across bands.
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