Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-29
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 given two pie chart illustrates the percentage of British students who were able to speak language other than in 2000 and 2010.
To commence with, it is noticeaable that first of all in 2000, no other langauage spoken at 30% and French was the second most common at 15%. Moreover, German only was spoke at 10% and no other langauge at 30% . However, another language and two other lamgauge were spoken at 15% and 10% . On the other hand, in 2010 Spanish, French only and German only were spoken at 10%. Finally, another language and two other langauage was spoke at 20% and 15% and no other langauage increased at 35%.
Overall, it becomes apparent that there was a noticeable speaking a wider variety of language, although the percentage speaking Spanish and French declined. Spanish was the most popular additional language in 2000, while speaking another langauge became more common in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response addresses the task by summarizing the main features of the charts. However, the data reporting is inconsistent and contains inaccuracies. For instance, the student states 'no other language spoken at 30%' in 2000, but the chart indicates 'no other language' was 30% and 'another language' was 15%. The description of 2010 data is also confusing, with some figures misaligned with the visual information. While the overview attempts to highlight trends, the lack of precision in reporting the data points prevents a higher score. The response covers the main features but fails to provide a clear, accurate comparison of the changes over the decade.
Coherence and Cohesion — Band 5.5
The essay is organized into three paragraphs, which is a standard structure. However, the logical progression is hindered by repetitive phrasing and awkward transitions. Phrases like 'To commence with' and 'it is noticeable that first of all' are somewhat mechanical. The use of cohesive devices is limited and occasionally confusing, such as the abrupt shift between sentences in the second paragraph. While the overall arrangement is coherent enough to follow the general intent, the flow between ideas is not smooth, and the referencing of data categories is often unclear, making the text feel disjointed.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive. The student frequently misuses terms, such as 'no other language' when referring to the category 'no other languages'. There are also numerous spelling errors, such as 'noticeaable', 'langauage', and 'lamgauge'. The range of vocabulary is insufficient to describe the data with precision; for example, the student uses 'spoken at' repeatedly rather than employing more varied verbs like 'accounted for', 'represented', or 'constituted'. The errors in spelling and word choice are frequent and occasionally impede the reader's ability to interpret the data accurately.
Grammatical Range and Accuracy — Band 5.0
The response relies on simple sentence structures and contains frequent grammatical errors. There are issues with subject-verb agreement, such as 'two pie chart illustrates' (should be 'two pie charts illustrate') and 'two other langauage was spoke' (should be 'two other languages were spoken'). Punctuation is also inconsistent, particularly with the placement of percentages. While the meaning is generally understandable, the high frequency of basic grammatical errors and the lack of complex sentence structures limit the score. The student needs to focus on basic sentence construction and proofreading for agreement and tense consistency.
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