Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The given graphs illustrates that about British students who were able speak different languages at one university of England during 2000 to 2010.

To begin with, in 2000 the percentage of students spoke only native language is 30%. Moreover, if we compare with 2010 the percentage rise to 35%. However, those who spokes French the percentage of students in 2000 is 15% and in 2010 is 10%.

Furthermore, the percentage of students who spoke Spanish language in 2000 is 20%. On the other hand in 2010 the percentage decrease to 10%. Students who are able to spoke two different languages are 10% in 2000 and 15% in 2010. In addition to, those students who are better in different languages is 15 percent in 2000 and 20 percent in 2010. If we compare both graphs some most of the students are did not spoke many languages but some of them are able spoke different kinds of languages.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, including the increase in students speaking only their native language and the decline in Spanish speakers. However, the overview is weak; it lacks a clear summary of the most significant trends, such as the overall shift in language diversity. The report is essentially a list of data points rather than a synthesis of information. To improve, you should group the data more effectively to highlight trends rather than just listing percentages for each year. The final sentence is vague and does not effectively capture the main comparison.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, but the flow between sentences is somewhat mechanical. You use basic cohesive devices like 'To begin with', 'Moreover', and 'Furthermore', which helps, but the logical progression is hindered by the repetitive structure of the sentences. Referencing is sometimes unclear, and the transition between the data points feels disjointed. To reach a higher band, focus on using a wider variety of cohesive devices and ensure that each paragraph has a clear thematic focus rather than just jumping between different language categories.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks variety and precision. You rely heavily on basic terms like 'percentage', 'students', and 'spoke'. There are also errors in word form and collocation, such as 'percentage rise to' (should be 'rose to') and 'better in different languages' (which is imprecise). To improve, try to incorporate more sophisticated vocabulary related to data description, such as 'proportion', 'fluctuated', 'witnessed a decline', or 'remained stable'. Expanding your range of synonyms will help you avoid repetitive phrasing.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. Examples include 'The given graphs illustrates' (subject-verb agreement error), 'students spoke only native language' (missing article), and 'students are did not spoke' (incorrect tense and auxiliary usage). While you attempt some complex structures, they are often faulty. You need to focus on basic sentence construction, specifically subject-verb agreement, verb tenses, and the correct use of articles. Reducing these frequent errors is essential for achieving a higher band score.

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

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