Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-30
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)
This pie char shows the comparison between the proportion of British students at one university of England, who were able to speak other languages among English, in 2000 and 2010.
Overall, students who spoke English language leading through out, even increased the percentage slightly over the period. Whereas, Spanish and French proportion decreased slightly. Only German language remain constant.
In 2000, 30% of student who spoke English not another language the share rose slightly in 2010 approx. 35% and created a larger category in latter years. The second popular language among in students was Spanish , accounting share 20% in 2000 followed by French 1
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the task achievement. Because the essay is incomplete and cuts off mid-sentence, the data is not fully reported, and the comparison is underdeveloped. While the student attempts to identify the main features, such as the increase in students speaking only English and the decrease in French and Spanish, the lack of completion means the task is only partially addressed. To improve, the student must ensure all data points are covered and the response reaches the required length to allow for a full summary and comparison.
Coherence and Cohesion — Band 5.0
The essay is organized into an introduction, an overview, and a body paragraph, which provides a basic structure. However, the progression is interrupted by the incomplete nature of the text. Cohesive devices are used, such as 'Overall' and 'Whereas', but they are somewhat mechanical. The abrupt ending makes it difficult to assess the overall flow of the argument. To improve, the student should focus on completing the response and using a wider variety of linking words to connect ideas more fluidly between sentences and paragraphs.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks the range and precision required for higher bands. Phrases like 'leading through out' and 'created a larger category' are slightly unnatural. There are also errors in word choice, such as 'among English' instead of 'in addition to English'. The student relies on basic terminology to describe the data. To achieve a higher score, the student should incorporate more precise academic vocabulary, such as 'proportion', 'fluctuated', 'remained stable', or 'accounted for', and ensure correct collocations.
Grammatical Range and Accuracy — Band 5.0
The response contains several grammatical errors that affect clarity, such as 'This pie char shows' (spelling) and 'German language remain constant' (subject-verb agreement). Sentence structures are mostly simple, and the attempt at complex sentences is limited. Punctuation is also inconsistent, particularly with the use of commas and the incomplete final sentence. To improve, the student needs to focus on basic grammatical accuracy, specifically subject-verb agreement and article usage, while also practicing the construction of more complex, error-free sentences.
See this exact question answered at other band scores — the same prompt compared across bands.
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