Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-09
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 below show proportion or percentage of British students at one university in England who were able to speak different languages in addition to England in 2000 or 2010.
In 2000, 30% does not speak other language, they were also speak English language .Moreover, 20% student was speak only Spanish language.
However, 15% student were spoken French language and also 15% student were spoken another language.
On the other hand , 10% student were spoken two other languages. Although, 10% students was speak German only .
However, In 2010 35% students does not speak other languages ,Therefor, 10% students were spoken both Spanish or French language. Moreover, 10% students was speak only German language.
On the other side , 15% students were spoken two other language or 20% students were spoken another languages .
To conclude, in 2000, 15% also speak another languages Therefore, In 20% students were spoken another languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to report the data from the charts, but it fails to provide a clear overview or identify the most significant trends. The information is presented as a list of statistics rather than a cohesive summary. There are also inaccuracies in the data reporting; for example, the student states '30% does not speak other language' for 2000, whereas the chart indicates 30% speak no other language. The conclusion is confusing and repetitive, failing to synthesize the main features. To improve, focus on grouping data points logically and highlighting the most notable changes between 2000 and 2010, such as the increase in students speaking no other language.
Coherence and Cohesion — Band 5.0
The response is organized into paragraphs, but the progression of ideas is disjointed. The use of cohesive devices is often mechanical or inaccurate, such as the misuse of 'Therefore' and 'Although' in the second and third paragraphs. The referencing is unclear, and the transition between the two years lacks a logical flow. The final paragraph is particularly problematic, as it repeats information in a way that does not contribute to the overall summary. Improving the use of linking words and ensuring each paragraph has a clear thematic focus would significantly enhance the coherence of the writing.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive, relying heavily on basic structures like 'students were spoken' or 'students was speak'. There is a lack of variety in reporting verbs and descriptive language. The student struggles with word choice, such as 'another language' instead of 'other languages' or 'additional languages'. The phrasing 'speak only Spanish language' is redundant, as 'Spanish' already implies a language. To reach a higher band, the student should incorporate a wider range of synonyms and more precise terminology for describing statistical data, such as 'proportion', 'percentage', 'fluctuated', or 'remained constant'.
Grammatical Range and Accuracy — Band 4.5
The response contains frequent grammatical errors that often impede clarity. There are consistent issues with subject-verb agreement (e.g., '20% student was speak', 'students does not speak') and passive voice construction (e.g., 'students were spoken'). The sentence structures are mostly simple or incorrectly formed complex sentences. Punctuation is also inconsistent, with unnecessary spaces before commas and periods. To improve, the student needs to focus on basic sentence construction, specifically the correct use of tense and subject-verb agreement, and practice forming accurate passive structures for data reporting.
See this exact question answered at other band scores — the same prompt compared across bands.
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