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 below chart illustrate about the students who speak other language in addition to English at one university in England between the time period of 2000 and 2010 year. overall,the number of speaking no other language between the both year is near about same from 30 to 35 but the french speakers get increased from 15 to 20.germen is at same numbers of 10. firstly,here we see the yaers 2010 the number of speaking other language is at 30 as compared to the other languages where the french and another language is at 15.germen and two other language is at 10.but spenich has 20 speakers of language. however in year 2010 the speaking of no othr language get increased to 35.whereas the speakers of spanish,french,germen has only 10 speakers which was same as compared to the year 2010.but the two other languages and another languages has slightly increased from 5 speakers.it has now growth of speakers to 20.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to summarize the data but struggles with accuracy and clarity. The description of the trends is often contradictory or confusing, such as stating that 'no other language' speakers remained the same while also noting an increase. The data points cited are frequently inaccurate when compared to the provided charts, and the distinction between the years 2000 and 2010 is muddled. While the main features are identified, the lack of precision in reporting the figures and the failure to make clear, logical comparisons prevent the response from fully addressing the task requirements. The analysis is under-developed and lacks a clear overview.

Coherence and Cohesion — Band 5.0

The essay is organized into paragraphs, but the progression of ideas is disjointed and difficult to follow. Cohesive devices are used, such as 'firstly' and 'however', but they are often applied incorrectly or do not logically connect the sentences. The referencing is frequently unclear, making it difficult for the reader to determine which data point is being discussed. The lack of proper punctuation and the inconsistent use of capitalization further disrupt the flow of the text, making the overall structure feel mechanical and confusing.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. There are frequent errors in word choice and spelling, such as 'germen' instead of 'German', 'spenich' for 'Spanish', and 'othr' for 'other'. The student relies on basic phrasing, such as 'get increased' or 'at same numbers', which lacks the precision required for an Academic Task 1 report. There is little evidence of an attempt to use a wider range of vocabulary to describe trends or proportions effectively, and the errors in spelling occasionally impede the reader's understanding.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that often cause difficulty for the reader. There are significant issues with subject-verb agreement, such as 'The below chart illustrate' and 'french speakers get increased'. Sentence structures are largely simple and often incomplete or run-on. Punctuation is poor, with missing spaces after periods and incorrect capitalization throughout the text. While the student attempts to use some complex structures, they are consistently faulty, and the high frequency of errors prevents the response from reaching a higher band.

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