Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-08
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 pie chart illustrates the percentage of British students at a university who were capable to speak different languages in addition to English, in 2000 and 2010.Overall, the students who are were not able to speak other language was higher in 2000 after that the percentage increased in 2010 while the German and two other language spoken were lower.
Firstly, the British students who were not able to speak to other languages accounted 30%, while the students who capable to speak spanish were higher than other languages which was at 20%. Moreover, the learner who able to speak German and other two languages were contributed equally which was at 10%. in addtion to this french and another languae speaker was at 15% in 2000.
Secondly, the proportion of no other language speaker were at 35%. Spanish and french spoken by the British students were same which was at 10%. Moreover the another language and two language speaker student increased 5% than 2010.while the german spoken students remain the same in 2010.
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 covers the main features of the charts, but the analysis is inconsistent and contains factual inaccuracies. For example, you state that 'Spanish and french spoken by the British students were same which was at 10%' in 2010, but the chart shows Spanish at 10% and French at 10%, which is correct, yet your description of the 'two languages' category is confusing and mathematically inaccurate. Furthermore, the overview is poorly constructed, as it fails to clearly identify the most significant trends, such as the rise in students speaking no other language. To improve, ensure you accurately transcribe data and provide a clear, concise summary of the most notable changes between the two years.
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. Phrases like 'after that' and 'in addtion to this' are used awkwardly, and the transition between the overview and the body paragraphs is abrupt. The referencing is sometimes unclear, such as 'the another language and two language speaker student increased 5% than 2010', which is confusingly phrased. To improve, focus on using a wider variety of linking words more naturally and ensure that each sentence logically follows the previous one to create a smoother flow of information.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic phrasing. There are several errors in word choice and collocation, such as 'capable to speak' instead of 'capable of speaking' and 'the learner who able to speak' instead of 'students who were able to speak'. The phrase 'German spoken students' is also unnatural. While the meaning is generally conveyed, the lack of precision and the frequent errors in word formation prevent a higher score. To improve, focus on learning correct collocations and using more precise terminology for describing data, such as 'proportion', 'percentage', and 'fluctuated'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('the students who are were not able', 'the proportion... were at 35%') and sentence structure. Many sentences are fragmented or lack necessary articles and prepositions. While there is an attempt to use complex structures, they are often faulty, such as 'the students who capable to speak spanish were higher than other languages which was at 20%'. To improve, focus on basic sentence construction, ensuring subjects and verbs agree, and practice using articles correctly before nouns.
See this exact question answered at other band scores — the same prompt compared across bands.
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