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 pie charts illustrates the proportion of British students able to speak foreign languages in the year of 2000 and 2010.
Overall, French were very famous among university students in both timelines while a huge numbers of students were only able to speak English.
Furthermore, Spanish hold a big proportion in the year 2000 while fifteen percent of the students can speak French followed by German and Two other languages are in same proportion. A great number of university students almost thirty percent were not interested any of the foreign languages.
In 2010, thirty five percent of the British students were only able to speak English at the same time Spanish speakers shrinks to only ten percent. The German and French speakers holds a same majority which is 10% while two other languages were more famous among university students compared to the year 2000. Some other foreign language holds a noticeable proportion.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| 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, but the analysis is somewhat inconsistent. While you identify the key trends, such as the increase in students speaking only English and the decline in Spanish speakers, some data points are inaccurate or poorly described. For instance, you mention 'fifteen percent' for French in 2000, but the chart shows 20%. Furthermore, the description of the 2010 data is slightly confusing, particularly regarding the 'same majority' for German and French. To improve, ensure that all data points are accurately transcribed and that comparisons are clearly linked to the specific years provided.
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 somewhat mechanical and occasionally inaccurate. For example, the transition 'Furthermore' is used to introduce a paragraph that describes the 2000 data, which feels slightly disjointed from the preceding overview. Additionally, the referencing is sometimes unclear, such as 'Two other languages are in same proportion' without specifying which ones. Improving the variety of linking words and ensuring that each paragraph has a clear, logical focus would enhance the overall flow and coherence of your writing.
Lexical Resource — Band 5.5
The vocabulary is generally adequate for the task but lacks the precision required for a higher band. You rely on basic descriptors like 'very famous' and 'big proportion,' which are not ideal for academic reporting. There are also some awkward collocations, such as 'Spanish speakers shrinks' (should be 'shrank' or 'the proportion of Spanish speakers shrank') and 'in both timelines' (which is not the standard way to refer to the years 2000 and 2010). Expanding your range of academic vocabulary, such as using 'predominant,' 'fluctuated,' or 'accounted for,' would significantly improve your score.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Subject-verb agreement is a recurring issue, such as 'The pie charts illustrates' (should be 'illustrate') and 'Spanish speakers shrinks' (should be 'shrank'). Additionally, there are issues with article usage and prepositional phrases, such as 'interested any of the foreign languages' (missing 'in'). While the meaning is generally understandable, these persistent errors in basic grammar prevent the essay from reaching a higher band. Focusing on proofreading for subject-verb agreement and preposition usage will be beneficial.
See this exact question answered at other band scores — the same prompt compared across bands.
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