Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-24
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)
Comparing the two pie charts given which shows the percentage of British students being able to speak languages other than English in 2000 and 2010. About 20% of students were able to speak Spanish however 15% spoke French in 2000 but in 2010 that percentage reduced to 10% respectively in both languages. The percentage of students being able to speak German remained same in 2000 and 2010 which was 10% respectively. In 2000s only 30% students couldn't speak any other language and that percentage was increased by 5% making a total of 35% by 2010. 15% students could speak another language in 2000 which was increased by 5% making it 20% in 2010. Similarly, 10% students could speak two other languages which was again increased in 2010 by 5%. This comparison shows with the change of time many british students being able to speak different languages changed a lot over time.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| 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, but the presentation is somewhat mechanical and lacks a clear overview. While you identified the key data points, the analysis is hampered by inaccuracies in interpreting the figures. For example, you state that the percentage of students speaking Spanish and French reduced to 10% in 2010, but the charts show different values. Furthermore, the summary lacks a cohesive 'big picture' statement, which is essential for a high band score. To improve, ensure you accurately transcribe the data and group information logically rather than listing figures in isolation. A clear, concise overview paragraph at the beginning is vital for Task 1.
Coherence and Cohesion — Band 5.0
The response is written as a single paragraph, which negatively impacts the structure. IELTS Academic Task 1 requires clear paragraphing to separate the introduction/overview from the body details. While you use some cohesive devices like 'however' and 'similarly', the flow is somewhat repetitive and mechanical. The progression of ideas is difficult to follow because the data points are presented in a list-like fashion rather than being synthesised into meaningful comparisons. To improve, use clear paragraph breaks and vary your linking words to create a more natural flow between sentences and ideas.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but remains quite basic and repetitive. You frequently use phrases like 'percentage of students' and 'could speak', which limits the sophistication of your writing. There are also some awkward collocations, such as 'reduced to 10% respectively in both languages', which is mathematically and linguistically confusing. To reach a higher band, try to incorporate more varied reporting verbs and nouns, such as 'proportion', 'figure', 'fluctuated', 'remained stable', or 'experienced a decline'. Expanding your range of synonyms will help you describe the data with greater precision and style.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and some complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include incorrect verb tenses (e.g., 'the percentage... was increased'), missing articles, and awkward phrasing like 'the change of time'. The sentence structure is often repetitive, relying heavily on 'X% students could speak...'. To improve, focus on using a wider variety of complex structures, such as relative clauses or participial phrases, and ensure your subject-verb agreement is consistent. Proofreading for basic errors in tense and word order will also significantly improve your score.
See this exact question answered at other band scores — the same prompt compared across bands.
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