Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-25
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 provided pie chart illustrates the peercentage of united kindom students speech orher language without english in a niversity iin england between 2000 and 2010, While, the second pie chart in compares the uk students able to speek language other than english in 2010.
Overall, In 2010 and 2000 both pie chart was represented no other language was most dominant and accounted hieghst. In contrast, two other language and german language both was least and smallest proportion in the pie charts,
Looking at the details in 2000 no other language was most dominant and high accounted at 30%. followed by spanish at 20%.the third number was french and another language which was 15%., and last was tow other and german language at 10%.
in 2010 no other language share in total was 35%. followed by french language only 20% in total.two other language was 15% and spanish ,french and german these languages similarly was 10%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarize the data, but it fails to provide a clear overview or accurately report the main features. The description of the data is inconsistent; for example, the student mentions 'no other language' as a category, which is likely a misinterpretation of the chart labels. Furthermore, the data points provided are often inaccurate or confusing, such as the claim that 'two other language and german language both was least' in the overview, which contradicts the specific figures later. The response lacks a clear, analytical focus, and the information is presented in a fragmented way that does not fully address the task requirements for a clear summary and comparison.
Coherence and Cohesion — Band 5.0
The response is organized into paragraphs, but the logical flow is weak. The use of cohesive devices is mechanical and often incorrect, such as the misuse of 'While' at the start of the second sentence and the repetitive use of 'followed by'. The referencing is frequently unclear, making it difficult for the reader to follow the comparison between the two years. Paragraphing is present, but the internal structure of the paragraphs lacks coherence, as sentences are often disjointed and do not build upon each other effectively to present a clear argument or summary.
Lexical Resource — Band 4.5
The vocabulary is very limited and repetitive. There are numerous spelling errors throughout the text, such as 'peercentage', 'united kindom', 'niversity', 'speek', and 'hieghst'. The student relies on basic vocabulary and struggles to use appropriate terminology for describing data trends or proportions. The misuse of terms like 'no other language' suggests a lack of understanding of the provided chart labels. The range of vocabulary is insufficient to convey the information with precision, and the frequent errors in spelling and word choice significantly impede the clarity of the report.
Grammatical Range and Accuracy — Band 4.5
The grammatical control is weak, with frequent errors that often cause confusion. There are significant issues with subject-verb agreement (e.g., 'both pie chart was represented'), sentence structure, and punctuation. The response consists mostly of simple sentences with limited attempts at complex structures, and those attempts are often grammatically incorrect. Errors in capitalization and basic syntax are pervasive. While the meaning can generally be inferred, the high frequency of grammatical errors makes the text difficult to read and demonstrates a lack of control over basic sentence construction.
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