Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-20
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 5.5)
The two pie chart compare the proportions of British University student at specific institution in England who spoke foreign languages in year 2000 and 2010.
In 2000, largest single group consisted of group who spoke no other languages around 30%. however this no drop drastically in year 2010 around 10%. conversely, Spanish become second most languages spoken around 20% in year 2000 and increase up to 35% in year 2010.
Among other category German was also n spoken around 15% in year 2000 but in year 2010 it drop to 10%. furthermore two other languages increase 5% from year 2000 to 2010. whereas their is another language which is 15% in year 2000 but in year 2010 it spark around 15%.
Overall, decade saw clear rise in multiligualism among the student body. the percentage of student who speak no other language is more in both year 2000 and 2010 . whereas a language which was not spoken in large no is German.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response identifies the main features of the charts, such as the decline in students speaking no other languages and the rise in Spanish speakers. However, the reporting is inconsistent and contains inaccuracies. For instance, you state that 'two other languages increase 5%' and that another language 'spark around 15%', which is vague and does not clearly reference the data provided in the charts. The overview is also slightly confusing, as it contradicts the earlier body paragraph by stating that the percentage of students who speak no other language is 'more' in both years, which is factually incorrect based on the provided data. To improve, ensure all data points are clearly linked to the correct category and year.
Coherence and Cohesion — Band 5.5
The response is organised into paragraphs, but the logical progression is hindered by unclear referencing and mechanical transitions. Phrases like 'Among other category' and 'whereas their is another language' are used to link ideas, but they do not effectively connect the data points. The use of cohesive devices is somewhat repetitive and occasionally inaccurate, such as the misuse of 'conversely' when describing the increase in Spanish speakers. Paragraphing is present, but the internal structure of the paragraphs lacks the necessary flow to guide the reader through the comparison of the two years effectively.
Lexical Resource — Band 5.5
The range of vocabulary is limited and repetitive. You rely on basic verbs like 'increase' and 'drop' throughout the text. There are also several errors in word choice and spelling, such as 'multiligualism' (multilingualism), 'n spoken' (unclear meaning), and 'spark' (used incorrectly to describe a percentage). While the vocabulary is sufficient to convey the basic meaning of the charts, it lacks the precision and variety required for a higher band score. To improve, try to incorporate more varied reporting verbs and nouns to describe trends, such as 'fluctuated', 'remained stable', or 'a significant proportion'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with article usage ('the two pie chart', 'in year 2000'), subject-verb agreement ('Spanish become', 'it drop'), and sentence structure ('there is another language which is 15%'). While there is an attempt to use complex sentences, these are often marred by errors, such as 'the largest single group consisted of group who spoke no other languages around 30%'. The punctuation is also inconsistent, with missing capital letters at the start of sentences and incorrect spacing. A focus on basic sentence construction and proofreading for articles and verb tenses is essential.
See this exact question answered at other band scores — the same prompt compared across bands.
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