Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The diven pie chart depicts the percentage of the British students who speaks languages other than the English like three of those are shown specificaly in the pie chart ; the Spanish , French and German.

At the time 2000 , the pie chart demonstrate about 20 percent of the British students are those who speaks the Spanish language . Furthermore , at second position here comes the French that was spoken by about 15 percent of the British students . And carrying it further 10 percent of the British students speaks the German language.

Moving further to the time of 2010 , the pie chart shows that the British students who speak the French and Spanish are equal . Both of these languages comprises about 10 percent of the British students each . And same as for the German , it also contain about 10 percent of the spokers amoung the British students .

Conclusively , it can be said that in 2000 there were more British students also spoke non-English language rather than the British students who spoke other languages rather than English.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response addresses the task by identifying the main features of the charts. However, the overview is weak; the concluding paragraph is confusing and does not effectively summarise the main trends. While you have selected data points, the comparison between 2000 and 2010 is somewhat mechanical. To improve, ensure you provide a clear summary of the most significant changes (e.g., the decline in French and Spanish speakers) in the introduction or as a distinct overview paragraph. The final sentence is particularly unclear and fails to synthesize the information provided in the charts.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often repetitive or unnatural, such as 'Moving further to the time of 2010' and 'And carrying it further'. The logical progression between sentences is sometimes hindered by awkward phrasing. To reach a higher band, focus on using a wider variety of linking words and ensure that each paragraph has a clear, unified focus. The referencing is occasionally unclear, making it difficult to follow the comparison between the two years.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task but lacks precision and variety. You rely on basic phrasing such as 'at second position' and 'same as for the German'. There are also errors in word formation, such as 'spokers' instead of 'speakers' and 'amoung' (spelling). To improve, try to incorporate more academic collocations and precise terminology related to data description, such as 'accounted for', 'witnessed a decline', or 'remained stable'. Avoid repeating the same sentence structures and vocabulary throughout the response.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text, including subject-verb agreement issues ('the pie chart demonstrate', 'the British students who speaks') and article misuse ('the English', 'the Spanish'). While you attempt some complex structures, they are often marred by these errors. The punctuation is also inconsistent, particularly the spacing around commas and semicolons. To improve, focus on mastering basic subject-verb agreement and proofreading for common errors like incorrect pluralization and article usage. Reducing the number of errors will significantly improve the clarity of your writing.

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

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