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 pie chart illustrate the comparison of british students from 2000 to 2010 who speak different languages at one university in England.
Start from the most no other language expect english was the highest spoken ever language in 2000 with 30 percent followed by Spanish with 20 percent.Moreover, French and another language also contribute in this pie chart with over 15 percent each.
In 2010 no other language means english has seen rise with over 5 percent in one decade time span where as French language faced dramatically fall with over 5 percent of tatal chart.In addition to this, Another language pie chart also seen growth with increase of 5 percent in british students.
Moreover, Two other Languages also witnessed increase of 5 percent where as German only in british students remain same in 10 years with percentage of 10. With passage of time english language grows in England in these 10 years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to address the prompt by summarizing the main proportions shown in the pie charts for 2000 and 2010. However, the data reporting contains inaccuracies and missing context. For instance, the phrase 'no other language expect english' is awkward and misinterprets the category 'No other language', and the overview lacks a clear synthesis of the overall trends. While some key figures are mentioned (such as Spanish at 20% in 2000 and the 35% figure for 2010), the overall response is somewhat disjointed and partially under-developed in selecting and contrasting the most relevant features across both years.
Coherence and Cohesion — Band 5.0
The response lacks a proper paragraph structure, clumping multiple disparate points together rather than grouping information logically (e.g., separating the two years or contrasting specific languages). Cohesive devices are used awkwardly or repetitively, such as the frequent reliance on 'Moreover' and 'where as', which hampers the smooth progression of ideas. While there is a basic chronological attempt, the mechanical use of linkers and the lack of distinct paragraphing mean the overall arrangement remains quite faulty.
Lexical Resource — Band 5.0
The vocabulary range is basic and repetitive, with noticeable word-choice and spelling errors that occasionally impede understanding (e.g., 'tatal', 'dramatically fall' instead of 'dramatic fall', 'remain same'). The student attempts less common vocabulary or phrases like 'time span' and 'witnessed increase', but these attempts are marred by inaccurate collocation and grammatical awkwardness. The lexis is minimally adequate for the task, but lacks the precision required for a higher band.
Grammatical Range and Accuracy — Band 4.5
The essay displays a very limited range of grammatical structures. Most sentences are simple or attempt complex forms that result in frequent structural errors, incorrect prepositions, and missing articles (e.g., 'Start from the most no other language expect english was the highest spoken ever language', 'french language faced dramatically fall'). Punctuation and capitalization are also problematic throughout the response (e.g., 'british', 'english'). These persistent errors frequently cause difficulty for the reader.
See this exact question answered at other band scores — the same prompt compared across bands.
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