Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-03

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 pie chart indicates information about rate of united kingdom students who were able to speak different language rather than English in one university at 2000 and 2010.

Overall,in 2000,there were 30% student were not able to speak any other language but in 2010 , the rate had increased and reached at 35%. only 20% Spanish language were spoken in university in 2000 it had decreased at 10% in 2010.

we can be seen that , 10 % students able to speak two other language , 15% student talked Spanish only in 2000 where in 2010 it picked top. it reached at 15 and at 10 %.

there were only few individuals could talk fresh only.

to conclude,there were not more people can talk different languages. but it steadily increased .

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While you have attempted to identify some main features, the analysis is incomplete and lacks a clear, logical overview of the data. Several figures are presented in a confusing manner, such as the contradictory statements regarding Spanish speakers. The report lacks a cohesive summary of the trends, and the failure to reach the minimum length means the task is only partially addressed. To improve, ensure you provide a clear overview of the most significant changes and support your points with accurate data from the charts.

Coherence and Cohesion — Band 5.0

The essay lacks a clear structure. While there is an attempt at paragraphing, the progression of ideas is disjointed and difficult to follow. Cohesive devices are either missing or used incorrectly, such as the abrupt transition 'we can be seen that'. The lack of logical flow between sentences makes it hard for the reader to track the comparison between 2000 and 2010. To improve, use linking words like 'in contrast', 'furthermore', or 'consequently' to connect your ideas and ensure each paragraph has a clear focus, such as grouping data by language or by year.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive. You rely on basic terms like 'rate', 'increased', and 'talk', which restricts your ability to describe the data precisely. There are also issues with word choice and collocation, such as 'picked top' and 'talk fresh'. To achieve a higher band, you should incorporate a wider range of vocabulary related to data description, such as 'proportion', 'fluctuated', 'remained stable', or 'significant decline'. Additionally, ensure you use the correct terminology for languages and percentages to avoid ambiguity.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text, including issues with subject-verb agreement ('30% student were not able'), article usage, and sentence structure. Many sentences are fragmented or lack necessary prepositions, which occasionally impedes communication. The range of structures is very limited, consisting mostly of simple sentences. To improve, focus on mastering basic sentence construction, including correct verb tenses for past data and the appropriate use of articles. Practicing complex structures, such as relative clauses or comparative forms, will also help improve your range.

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

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