Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-26
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 pie charts compares the proportion of British students who were able to speak language other than English at one university in England between 2000 and 2010.
Overall, No other language accounted for highest proportion in 2010. Whereas, Spanish and German was most commonly consumed in 2010. French and another languages generally represented the smallest proportion of other languages spoken.
Regarding, British students able to speak language other than English, in no other language accounted for highest proportion at 35% in 2010 followed by French at 10%. Spanish and German each represented at 10%. A similar pattern can be seen for German, Spanish and French in 2010. Two other language making up the smallest shares at 20% and 15% respectively.
In contrast, other spoken languages of British students who are able to speak in English which had no other language, accounted for 30%.
French and another languages, had showed similar pattern at 15%. in 2000 Spanish had accounted for 20%. Furthermore, German and two other languages also showed same proportion at 10% in 2000. In summary, no other language were considerably more significant for both years as compared to other languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarize the data, but it struggles with accuracy and clarity. While you identify the main features, the interpretation of the data is inconsistent. For example, you state 'Spanish and German was most commonly consumed in 2010', which is confusing terminology, and the figures provided for 2010 (e.g., 'no other language... at 35%') do not clearly align with standard chart interpretation. The report lacks a clear, logical overview of the trends, and some data points are contradictory or difficult to follow. To improve, ensure you accurately transcribe the data from the charts and focus on comparing the two years rather than listing isolated figures.
Coherence and Cohesion — Band 5.5
The essay is organized into paragraphs, but the flow of ideas is often disjointed. The use of cohesive devices is sometimes mechanical or misused, such as the awkward start 'Regarding, British students...' and 'In contrast, other spoken languages...'. The progression of information is not always logical, making it difficult for the reader to follow the comparison between 2000 and 2010. Referencing is occasionally unclear, particularly when discussing 'two other languages' without specifying which ones. Improving the use of linking words and ensuring each paragraph has a clear focus would significantly enhance the coherence of your writing.
Lexical Resource — Band 5.5
The vocabulary is somewhat limited and repetitive. You use 'accounted for' and 'represented' frequently, and there are instances of unnatural word choice, such as 'most commonly consumed' when referring to languages. There are also some minor errors in word formation and collocation, such as 'another languages' instead of 'other languages'. To reach a higher band, try to vary your vocabulary by using synonyms and more precise academic terminology to describe trends and proportions, such as 'constituted', 'comprised', or 'a significant minority'.
Grammatical Range and Accuracy — Band 5.0
There are frequent grammatical errors throughout the text, including subject-verb agreement issues (e.g., 'The pie charts compares', 'Spanish and German was', 'no other language were'). Punctuation is also inconsistent, with unnecessary commas and fragmented sentences. While you attempt some complex structures, they are often inaccurate, which can impede the reader's understanding. To improve, focus on basic sentence construction, ensuring that subjects and verbs agree and that your sentences are complete. Proofreading for common errors like pluralization and verb tense consistency will help you achieve a higher score.
See this exact question answered at other band scores — the same prompt compared across bands.
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