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 charts illustrate that the variation of british students at one university which can speak other languages beside of english in 2000 and 2010.
The charts prasents that language speaking skills on other languages beside the english in 2000 and 2010 like in 2000 students which can't able to speak other lenguage is less as compare to in 2010. Same way which students able to speak only two language is also less as compares to 2010 while german lenguage speaking student's percentage is same on both charts. In other languages students like spainish speaking is devided with same ratio in 2010 while in 2000 only spanish speaking.
In the chart 2000 the no other language speaking students are 30 percent and german speaking is ten percent french speaking is fifteen percent while spanish speaking students strengh is twenty and which students can speak only two languages that are ten percent.
In the chart of 2010 the students which can't speak other language that are 35 percent which are more as compares to in 2000 while german speaking students are same and spanish and french speaking students are devided ten ten percent and which student can speak only two languages that are fifteen percent which are greater that in 2000.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response addresses the task by identifying the main features of the charts. However, the analysis is somewhat repetitive and lacks a clear overview or summary of the trends. While you have compared the data between 2000 and 2010, the description of the categories is often confusing, particularly regarding the 'Spanish and French' split. To improve, ensure you provide a clear introductory overview that highlights the most significant changes, such as the increase in students speaking no other language, rather than just listing data points in a mechanical fashion.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, but the logical progression is weak. The use of cohesive devices is limited and often repetitive (e.g., 'In the chart', 'while'). The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the two years. To improve, use a wider variety of linking words and transition phrases to connect your ideas more fluidly. Ensure that each paragraph has a clear focus, such as grouping similar trends together rather than jumping between categories.
Lexical Resource — Band 5.0
The vocabulary is quite limited and repetitive, relying heavily on basic terms like 'speaking', 'students', and 'percentage'. There are several spelling errors ('prasents', 'lenguage', 'spainish', 'strengh', 'devided') and word choice issues, such as 'beside of english' instead of 'in addition to English'. The range of vocabulary is insufficient to convey the information with precision. You should aim to use more academic synonyms and precise collocations to describe data trends, such as 'proportion', 'fluctuated', 'remained constant', or 'accounted for'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('charts prasents'), article usage, and sentence structure ('the variation of british students... which can speak'). Many sentences are poorly constructed, making them difficult to parse. While there is an attempt to use complex structures, they are often inaccurate. To improve, focus on mastering basic sentence construction, subject-verb agreement, and the correct use of prepositions before attempting more complex grammatical forms.
See this exact question answered at other band scores — the same prompt compared across bands.
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