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 compares the proportions of British students who has the ability to speak other languages in addition with English, in 2000 and 2010 in a university in England.

Overall, people who are speaking no other language, Spanish and another language had the highest proportion in both years, while other two languages remained same.

In 2000, only speaking English account for the highest proportion at 30% , followed by 20 % for Spanish. France and other languages remained same with 15%, similarly the share for Germany and two other language with 10% each.

By 2010, no other language had the stayed with the clear domination of 35% and the share for Spanish and France fell to 10% each , while the figures for another language and two other language had rose to 20% and 15%, However Germany reamined at the same figures with 10% in 2010reamine

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the charts, but the analysis is hindered by the failure to meet the minimum word count requirement. While you identify key trends, such as the increase in students speaking no other language and the fluctuations in Spanish and French, the lack of sufficient length prevents a fully developed response. Additionally, there are inaccuracies in reporting the data; for instance, you refer to 'France' instead of 'French', and the description of the categories is slightly confusing. To improve, ensure you provide a more comprehensive overview and double-check that your data points accurately reflect the labels provided in the charts.

Coherence and Cohesion — Band 5.5

The essay is organised into logical paragraphs, including an introduction, an overview, and body paragraphs. However, the use of cohesive devices is somewhat mechanical and occasionally inaccurate, such as the transition 'However Germany reamined at the same figures'. The progression of ideas is generally clear, but the lack of sufficient length makes the overall structure feel slightly underdeveloped. To improve, focus on using a wider variety of linking words and ensure that each paragraph has a clear, unified focus that flows naturally into the next.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportions', 'domination', and 'account for'. However, there are noticeable errors in word choice and spelling, such as 'France' instead of 'French', 'reamined', and 'reamine'. These errors do not completely impede communication, but they do detract from the professional tone required for an Academic Task 1 response. To reach a higher band, focus on using more precise terminology and ensure you proofread your work to eliminate simple spelling mistakes.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Examples include 'who has the ability' (should be 'who have'), 'had the stayed' (incorrect verb tense), and 'had rose' (incorrect past participle). These errors are noticeable and occasionally affect the clarity of your sentences. To improve, focus on subject-verb agreement and the correct formation of past tenses. Practising the use of complex sentences while ensuring they remain error-free will help you achieve a higher score.

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

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