Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-16
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)
There are two charts showing the porportion of languages British students know and speak besides english in at one England university during 2000 and 2010.
In year 2000, almost 70% students are aware of different languages such as german, french, spanish and even fluent in more than two other languages. However, only 30% of students had not tight command in any other reginol language. Moreover, ratio has changed after a decade, Individual who don't speak other languages increased upto 5%, whereas it decreased onthe other side too from 70% to remained only 65% indicating a straight fall.
In year 2000, the second most speaking language was spanish with 20% of speakers after english, while native in french and another language were reported 15%. Third and the least spoken language was german and two other 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 | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response is under-length, containing only 135 words against the required 150-word minimum, which incurs a penalty in Task Achievement. The student attempts to report the main features, noting figures for Spanish, French, and students with no other language in 2000 and 2010. However, the data interpretation is somewhat confused, particularly regarding the proportion of students with no other language (stating '30% of students had not tight command' and then misinterpreting the overall shift). Furthermore, the overview is weak, and the response trails off abruptly before completing all comparisons. Because of the under-length penalty and incomplete development, this falls into Band 5.0.
Coherence and Cohesion — Band 5.0
The text is divided into three brief paragraphs, attempting an introduction and body paragraphs. However, logical progression is weak, and cohesive devices are used clumsily or incorrectly (e.g., 'Moreover, ratio has changed after a decade, Individual who don't...'). Reference words are sometimes ambiguous, and paragraphing is underdeveloped due to the premature ending of the response. Overall organization shows some basic structure, but cohesion is frequently faulty and mechanical, characteristic of Band 5.
Lexical Resource — Band 5.0
The lexical range is limited and basic. The student uses simple terminology related to the charts, but makes noticeable errors in word formation and collocation, such as 'porportion' (proportion), 'at one England university', 'not tight command', 'reginol language', and 'second most speaking language'. These lexical errors and awkward phrasings cause some difficulty for the reader and prevent the score from rising higher than Band 5.0.
Grammatical Range and Accuracy — Band 5.0
The student attempts a mix of simple and complex sentence forms (e.g., 'There are two charts showing...', 'In year 2000, almost 70% students are aware...'). However, there are frequent grammatical errors, including tense inconsistencies ('are aware', 'had not tight command'), missing articles ('In year 2000', 'at one England university'), and subject-verb agreement issues ('Individual who don't'). While meaning is usually decipherable, errors are frequent enough to impede smooth reading, fitting the Band 5 descriptor.
See this exact question answered at other band scores — the same prompt compared across bands.
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