Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-11

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 below show proportion of the british students at university in england who able to speak diffirent languages in addition to english from 2000 to 2010.

in year 2000 british student are able to speak spanish it 20 percent of the student can speak spanish.while on the other hand no other language is 30 percent .however some of the student can speak geman and two other languages at 10 percent of the student on student can speak french is only fifthteen percent .

while in year 2010 no other languages increasingly to 35 percent while spanish and french are equally 10 percent of the student who can talk .germany is remain 10 percent in the whole ten years

therefore for the last ten years few of the student can speak spanish,french,german and they can speak some other language in last ten years it is better to them to be open to other language.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the data, but it fails to provide a clear overview or highlight the most significant trends. The information is presented in a fragmented manner, and the comparisons are often inaccurate or confusing (e.g., stating 'no other language is 30 percent' is unclear). The final paragraph includes personal opinion ('it is better to them to be open to other language'), which is not appropriate for an Academic Task 1 report. The data reporting is inconsistent, making it difficult for the reader to grasp the main features of the charts.

Coherence and Cohesion — Band 5.0

The response lacks logical organization. There is no clear paragraph structure, and the progression of ideas is disjointed. While some cohesive devices are used, such as 'while' and 'however', they are often applied incorrectly or in a way that creates confusion rather than clarity. The lack of proper sentence boundaries and the repetitive structure of the sentences make the text difficult to follow. The overall arrangement of information is mechanical and lacks the necessary flow to guide the reader through the data effectively.

Lexical Resource — Band 5.0

The vocabulary is very limited and repetitive. There are frequent errors in word choice and spelling, such as 'diffirent', 'fifthteen', and 'germany' (referring to the language). The student struggles to use precise terminology to describe statistical data, relying on basic phrasing like 'increasingly to' instead of 'increased to'. The range of vocabulary is insufficient to convey the information with the necessary precision required for an academic report, and the errors occasionally impede the reader's understanding of the data.

Grammatical Range and Accuracy — Band 4.5

The response contains frequent grammatical errors that affect the clarity of the writing. There are consistent issues with subject-verb agreement ('british student are able', 'germany is remain'), article usage, and sentence structure. Punctuation is largely absent or misused, leading to run-on sentences and fragmented thoughts. The range of structures is very limited, consisting mostly of simple, error-prone sentences. There is no evidence of complex sentence structures, and the high frequency of errors makes the text difficult to read.

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