Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-09-05

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 chart illustrates information about the percentage of BRITISH students at one university in ENGLAND who were able to speak other languages in addition to ENGLAND in 2000and 2010. By having a cursory glance , it is vivid that , BRITISH learners who speak SPANISH were 20% in 2000 but in 2010 only 10% . Afterthat in 2000 15% know FRENCH but in 2010 it decresed to 10% . Moreover, only 10% students know GERMAN only in both years 2000 and 2010. Moving further ahead, it is lucid that, 30% learners speaks only english they do not any other language but in 2010 it was rised to 35% .Adittionally, 15%and 20% speak another language in 2000 and 2010 respectivelly . Furthermore, in 2000 only 10 % know two other language also but in 2010 15% speak two other language. By giving a general overview, the proportion of students who speak other language than english was increased throughout the period. maximum students speak no other language

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, including the proportions of students speaking various languages in 2000 and 2010. However, the analysis is somewhat mechanical, listing data points rather than synthesising them into a cohesive summary. The overview provided at the end is brief and lacks sufficient detail to fully capture the trends. While the task is addressed, the reporting of data is occasionally imprecise, and the comparison between the two years could be more effectively highlighted to demonstrate a clearer understanding of the overall changes.

Coherence and Cohesion — Band 5.5

The response is organised into paragraphs, but the flow is hindered by awkward phrasing and repetitive sentence structures. While some cohesive devices are used, such as 'Moreover' and 'Furthermore', they are often applied in a mechanical or slightly unnatural way. The referencing is sometimes unclear, and the progression of ideas feels disjointed. The use of punctuation is inconsistent, with unnecessary spaces before commas and periods, which disrupts the readability of the text. Better use of linking words to show contrast or progression would improve the overall coherence.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying heavily on basic verbs like 'know' and 'speak'. There are several errors in word choice and spelling, such as 'decresed' instead of 'decreased', 'rised' instead of 'rose', and 'respectivelly'. The use of informal phrases like 'By having a cursory glance' is inappropriate for an Academic Task 1 report. The range of vocabulary is sufficient to convey the basic meaning, but it lacks the precision and variety required for a higher band score. More sophisticated terminology related to data description is needed.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and some attempted complex structures, but these are frequently marred by grammatical errors. Issues include subject-verb agreement ('30% learners speaks'), incorrect verb tenses, and awkward sentence construction ('they do not any other language'). Punctuation is also a significant issue, with erratic spacing and misuse of commas. While the meaning is generally understandable, the frequency of errors is high, which impacts the overall fluency and accuracy of the writing. A greater focus on sentence structure and proofreading is essential.

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