Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-23

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 chart present proportions of the British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

The main languages that are spot lighted in the charts other than English are Spanish, French, German. And the remaining are other languages. In 2000, which is chart 1, the students at the university were able to speak English more than any other languages, 30% of the students were able to speak English, 20% of the students were able to speak Spanish, 15% of the students were able to speak French, 10% were to two other languages, 10% were to german,15% were to Another languge.

In 2010, which is chart 2, 20% Students are were able to speak spanish and french, 35% were able to speak English, 10% were to German, 15% were to two other languages, 20 were to another language.

In my analysis, 5% of the students were increased that were able to speak English, and Spanish & french got combined so the proportion dropped to 20 combined.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the charts, but the analysis is somewhat superficial and contains inaccuracies. For instance, the student states that 30% of students spoke English in 2000, whereas the chart indicates this figure is for 'No other language'. Furthermore, the interpretation of the 2010 data is confusing, particularly the claim that Spanish and French were combined, which is not clearly supported by the visual data provided. While the response attempts to report the main features, the lack of precision in data extraction and the inclusion of personal analysis ('In my analysis') rather than objective reporting limits the score.

Coherence and Cohesion — Band 5.5

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is mechanical and sometimes inaccurate, such as the repetitive use of 'were to' to describe percentages. The transition between the introduction and the body paragraphs is abrupt. While there is a logical attempt to separate the data by year, the progression of ideas within the paragraphs is hindered by awkward phrasing and a lack of varied linking words, making the flow feel somewhat disjointed.

Lexical Resource — Band 5.0

The range of vocabulary is limited and repetitive. The student relies heavily on basic verbs like 'speak' and 'were'. There are also issues with word choice and spelling, such as 'spot lighted' instead of 'highlighted' and 'languge'. The phrasing '10% were to two other languages' is unnatural and imprecise. To reach a higher band, the student needs to use a wider variety of reporting verbs (e.g., 'accounted for', 'represented', 'constituted') and more precise terminology to describe statistical trends.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('The chart present'), article usage, and sentence structure. The construction '10% were to german' is grammatically incorrect and lacks a verb. While the student attempts some complex structures, they are often faulty or poorly punctuated. The majority of sentences are simple, and the frequent errors in basic grammar prevent the response from achieving a higher score.

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

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