Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-09-06
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 given pie chart illustrates the student of British able to speak any other language. The data calibrated in percentage. The years under observation are 2000 and 2010. It is a clear and coherent representation.
Overall, in terms of student speak other language, no other language topped the chart in both years. Whereas, after a decade all figures increase except that of French only.
To begin with, in 2000, the top seat was secured by no other language with 30%. Followed by, Spanish with 20%. After a decade, both figures increase by 5% and 10% respectively. Whereas, German only remain constant in both years.
Getting into further details, the data for another language 15% was more than that of two other language 10% in 2000. Whereas after ten years, the former and latter figures increase by 5%. However data for French only was 15% in first year, as time went it was decrease with 10%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts, identifying the trends for the different language categories. However, the analysis is somewhat superficial. While you mention that figures increased, you do not always provide the specific data points clearly or make effective comparisons between the categories. For instance, the phrasing 'no other language' is confusing as it refers to the category 'no other language' rather than a lack of languages. The overview is present but lacks sufficient detail to fully highlight the significant shifts between 2000 and 2010. To improve, ensure you group data logically and use precise terminology to describe the categories provided in the charts.
Coherence and Cohesion — Band 6.0
The essay is organized into logical paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate. Phrases like 'Getting into further details' and 'The former and latter figures' are used, but the connection between sentences is sometimes weak, making the flow feel slightly disjointed. Additionally, the referencing is occasionally unclear, particularly when discussing the language categories, which makes it difficult to track which data point corresponds to which label. Improving the variety and accuracy of linking words will help create a smoother progression of ideas.
Lexical Resource — Band 5.5
The vocabulary is limited and repetitive, relying heavily on basic descriptors like 'increase' and 'decrease'. There are also issues with word choice and collocation, such as 'the student of British' (should be 'British students') and 'the top seat was secured by' (which is overly dramatic for a data report). Some terms are used incorrectly, such as 'calibrated in percentage' and 'as time went it was decrease'. To reach a higher band, you should aim to use a wider range of vocabulary to describe trends, such as 'rose significantly', 'remained stable', or 'experienced a decline', and ensure accurate word forms.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and some attempted complex structures, but there are frequent grammatical errors throughout. Examples include 'the student of British able to speak', 'German only remain constant' (subject-verb agreement), and 'it was decrease with 10%' (incorrect verb form). Punctuation is also inconsistent, with some sentences starting with 'Followed by,' which is a fragment. While these errors do not completely impede communication, they are frequent enough to distract the reader and indicate a lack of control over complex sentence structures. Focusing on basic sentence construction and subject-verb agreement will improve your accuracy.
See this exact question answered at other band scores — the same prompt compared across bands.
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