Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-07
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 5.0)
The two pie charts compare the efficiency of British students who speak more than one language English in 2000 and 2010.
Overall, it is evident that majority of British students spoke "No other language" than English in both given years. However, some students gave priority to speak "Another language" while while very few students able to spoke French, German, Spanish and Two other languages.
In terms of 2000, 30% British students were unable to spoke other language rather than English. However 20% were able to communicate in Spanish while this percentage remained identical 15% for French and Another language respectively
and 10% for German and Two other languages.
For 2010, similar pattern would be followed majority of the students 35% were unable to spoke other language . However some 20% were able to talk in Another language, 15% spoke in two other languages while identically 10% pupils familiar with Spanish, French, and German language
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response provides a summary of the main features, but the data reporting is inconsistent and contains inaccuracies. For example, you state that 30% of students were unable to speak another language in 2000, whereas the chart shows 30% for 'No other language'. However, your reporting of the 2010 data is confusing, as the percentages provided do not align clearly with the visual data (e.g., stating 35% for 'No other language' when the chart shows 40%). While you attempt to make comparisons, the lack of precision in data extraction and the failure to clearly highlight the most significant trends (such as the increase in students speaking no other language) limits the score.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or misused. For instance, the phrase 'while while' is a repetition error, and the transition 'similar pattern would be followed' is awkward. The progression of ideas is somewhat disjointed because the data points are listed rather than synthesised into a coherent comparison. Referencing is occasionally unclear, and the lack of varied linking words makes the flow of the text feel repetitive and somewhat forced.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. You rely heavily on basic terms like 'speak', 'language', and 'percentage'. There are also issues with word choice, such as 'efficiency' in the introduction, which is not the correct term to describe language proficiency. Phrases like 'gave priority to speak' are unnatural in this context. While the vocabulary is sufficient to convey the basic meaning, it lacks the range and precision required for a higher band. There are no attempts to use less common lexical items or sophisticated collocations to describe trends.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are consistent issues with verb forms, such as 'were unable to spoke' (should be 'speak') and 'pupils familiar with' (missing the verb 'were'). Sentence structures are generally simple, and attempts at more complex sentences often result in errors, such as the run-on sentence in the second paragraph. Punctuation is also inconsistent, with missing full stops and erratic use of commas. These errors are frequent and demonstrate a lack of control over basic sentence construction.
See this exact question answered at other band scores — the same prompt compared across bands.
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