Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-22
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 given pie charts delineate the results of the percentage of British students able to speak languages other than English in 2000 and in 2010. The number of students who could speak only English increased from 2000 to 2010.
Overall, the proportion of students who could speak languages other than English were more in 2000 compared to 2010. Spainish, French and German changed over the period of 10 years. Furthermore, Spainish remained the most widely spoken additional language in both years.
Firstly, in 2000, 30% of British students were unable to speak any language other than English. Spanish was the most common additional language, accounting for 20% of the students. Moreover, French and another language was spoken by 15% of the students, while only 10% could speak German. The last 10% were able to speak two other languages.
Secondly, by 2010, the percentage of students who could speak only English had risen to 35%. Meanwhile, the students who could speak Spanish only fell to 10% and French speakers rose to 20%. Additional the students who could speak only Spanish stayed constant at 10%. In contrast, the proportion of students who could speak two other languages rose from 10% to 15%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts and makes relevant comparisons. However, there are significant factual inaccuracies in the data reporting. For instance, the student states that Spanish speakers fell to 10% in 2010, but the chart shows 10% for 'Spanish' and 10% for 'Other', while the student also claims French rose to 20% when the chart indicates 15%. Furthermore, the statement 'Additional the students who could speak only Spanish stayed constant at 10%' is confusing and repetitive. To reach a higher band, ensure that data points are transcribed accurately and that the summary clearly highlights the most significant trends rather than listing every figure.
Coherence and Cohesion — Band 6.0
The essay is logically organized into paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices such as 'Firstly', 'Secondly', 'Meanwhile', and 'In contrast' are used to guide the reader. However, the progression of ideas is occasionally hindered by awkward phrasing, such as 'Additional the students who could speak only Spanish stayed constant'. While the paragraphing is appropriate, the internal cohesion within the second body paragraph is slightly mechanical and lacks the fluidity required for a higher band score.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task, using terms like 'delineate', 'proportion', and 'account for'. However, there are some inaccuracies and spelling errors, such as 'Spainish' (repeatedly misspelled) and 'Additional' used incorrectly as a transition word instead of 'Additionally'. The range of vocabulary is somewhat limited and relies on basic descriptors. To improve, the student should focus on accurate spelling and using a wider variety of synonyms to describe trends, such as 'fluctuated', 'remained stable', or 'experienced a decline'.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and complex sentence structures. There are several grammatical errors that occasionally impede clarity, such as 'the proportion of students... were more' (subject-verb agreement error) and 'Additional the students...' (incorrect word usage). Punctuation is generally acceptable, but the sentence structure lacks the complexity and precision needed for a higher band. The student should work on subject-verb agreement and ensure that complex sentences are constructed without errors to improve the overall accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.