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 information about the percentage of learners from England at an university who could speak different languages alongside English in 2000 and 2010 had been illustrated by pie charts.

Overall, it is crystal clear that mostly students were do not speak no other languages. However, least was two other languages.

To begin with, in 2000, 20% learners were speak spanish, followed by french at 15%. In addition, the similar ratio of german and two other languages were speak students in same year. Surprisingly, the no other language speak pupils were 30% which was double than another language as year.

Moving further, the portion of no other language speak by scholars was 35, which was 25 more than german in 2010. Furthermore, 10% learners ware speak french as year. Eventually, the rate of spanish, another language and two other languages were 10,20 and 15 respectively in same year.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response fails to meet the minimum word count requirement of 150 words, which negatively impacts the score. While you have attempted to summarize the main features of the charts, the reporting of data is often inaccurate or confusing. For example, you state 'the no other language speak pupils were 30% which was double than another language', which does not clearly reflect the data provided. The overview is also somewhat vague. To improve, ensure you accurately transcribe the data points and provide a clearer comparison between the two years. The under-length penalty is applied here as the response is 147 words.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, but the logical flow is frequently interrupted by grammatical errors and awkward phrasing. While you use some cohesive devices like 'To begin with', 'Moving further', and 'Furthermore', the connections between sentences are often mechanical or unclear. The progression of ideas is hindered by the lack of clarity in how the data is presented. To improve, focus on using cohesive devices to link related ideas more naturally and ensure that each paragraph has a clear, singular focus that contributes to the overall summary.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive, with several non-standard phrases such as 'no other language speak pupils' and 'ware speak'. These errors make the text difficult to follow at times. You rely on basic descriptors and struggle to use precise terminology for describing trends or proportions. To reach a higher band, you should work on using more varied and accurate vocabulary to describe data, such as 'proportion', 'percentage', 'fluctuated', or 'remained stable', and avoid repeating the same sentence structures.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the response that impede communication. Examples include 'mostly students were do not speak', '20% learners were speak spanish', and 'the rate of spanish... were 10,20 and 15'. These errors involve subject-verb agreement, tense usage, and word order. The range of structures is limited, and the frequent errors in basic sentence construction prevent the use of more complex, error-free sentences. Focusing on fundamental grammar, particularly verb forms and sentence structure, is essential for improvement.

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

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