Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-17
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 given flowchart summarizes the different languages that were spoken by the British students in 2000 and 2010 at university in England.
As we can easily see the five percent rise in the no other,another and two other languages from 2000 to 2010 that means some British students showed interest in learning new languages or some are showing no interest in speaking new languages and we can see the five percent decline from 2000 to 2010 in the students showing interest in learning French and Spanish but we can see that the interest of students in German is constant.
In short, we can say that the percentage of no language , other and two other languages increased in 2010 and there is a decline in speaking French and Spanish and there is neither a decline or a rise in the british students that speak German and it is constant in 2010.
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 student attempts to summarise the main features of the charts, noting changes between 2000 and 2010. However, the response misidentifies the visual data type, calling it a 'flowchart' rather than pie charts. Furthermore, the description of trends lacks precision and relies heavily on vague phrasing. While some overall comparisons are made, the data reporting is somewhat confused, particularly regarding categories like 'no other language' and specific single languages. The overview is weak and merges into the body paragraphs. Overall, the task is only partially addressed, leading to a band score of 5.0.
Coherence and Cohesion — Band 5.0
The response is structured into three paragraphs, including an introduction and a brief summary/conclusion. However, the body paragraph consists of a single, extremely long, and convoluted run-on sentence that links multiple clauses with conjunctions like 'and' and 'but'. This makes the logical progression difficult to follow. Cohesive devices are used repetitively and sometimes inaccurately. Paragraphing is attempted, but internal cohesion is weak due to the lack of appropriate punctuation and structuring. This corresponds to a band score of 5.0.
Lexical Resource — Band 5.0
The vocabulary used is basic and repetitive, frequently reusing terms from the prompt such as 'languages', 'British students', 'speak', and 'increase' or 'decline'. There are notable inaccuracies in word choice, such as referring to pie charts as a 'flowchart'. Less common lexical items are largely absent, and the student relies heavily on simple descriptors. Although the language used does not entirely obscure meaning, the limited range and noticeable errors place this response at band 5.0.
Grammatical Range and Accuracy — Band 5.0
The response shows a very limited range of structures, relying on overly long, unpunctuated compound sentences joined by coordinating conjunctions. There is a complete lack of complex structures used accurately, and basic punctuation is largely ignored, resulting in a single massive sentence for the entire body paragraph. Grammatical errors, particularly run-on structures and missing articles (e.g., 'at university in England'), cause significant difficulty for the reader. This performance aligns with a band score of 4.5, rounded to 5.0 based on general comprehensibility.
See this exact question answered at other band scores — the same prompt compared across bands.
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