Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-09-18
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 5.5)
The pie charts illustarate the percentage of British stedents at one university in england where they abel to speak other languages in addition to english in two different year 2000 and 2010.
To commence with, in the year 2000 there was a six different languages namely Spanish and French had a percentage of 20% and 15% respectively whereas, German and another language had cover a porportion of 10% and same as the percentage of french. Apart from this, no other language and two other language range between 10% and 30%.
In the year 2010, there was a slite change i the number of percentile firstly no other language and two other languages had a porportion of 35% and 15% respectively. Nevertheless, French, German, Spanish had cover a same number of percentage which was 10% as well as another language had a spoken number of 20%.
Overall, no other language had covers a largest porportion in both the year 2000 and 2010 which was 30% and 35% French and another language had same number of percentile in 2000 also two other language and german had a similar number which was 10%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers the main features of the charts for both 2000 and 2010. The student correctly identifies the largest category in both years ('no other language') and reports various percentages for Spanish, French, German, and other categories. However, there are some inaccuracies and confusions in reporting the data. For instance, in the first body paragraph, the student states that French had a percentage of 15% and also states that German and another language had 'same as the percentage of french' (which is contradictory since German was 10% and another language was 15%). Furthermore, the overview is somewhat repetitive and confusingly phrased. Overall, the task is addressed, but data handling lacks precision.
Coherence and Cohesion — Band 5.5
The text is divided into four paragraphs, following a standard introduction, two body paragraphs, and an overall summary. Cohesive devices and transition phrases are attempted ('To commence with', 'whereas', 'Nevertheless', 'Overall'), though some are used somewhat awkwardly. Progression is visible, but the logical flow is occasionally hindered by imprecise referencing and somewhat muddled grouping of data. For example, the sentence starting with 'Apart from this, no other language and two other language range between 10% and 30%' is vague and fails to clearly link the distinct categories shown in the visual data. Paragraphing is present and appropriate for an Academic Task 1 response.
Lexical Resource — Band 5.0
The vocabulary used is adequate for conveying basic numerical data, but it contains frequent errors in word choice, spelling, and collocation. Examples of spelling and lexical errors include 'illustarate', 'stedents', 'england', 'abel', 'porportion', 'slite', and 'percentile' (used instead of percentage or proportion). The student attempts some less common terms like 'respectively' and 'proportion', but the overall lexical range is limited and imprecise, directly impacting clarity.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence forms, but grammatical control is weak. There are frequent errors in basic sentence structure, capitalization, and punctuation. For instance, the opening sentence is a run-on structure with missing capitalization ('england', 'english') and a confusing relative clause ('where they abel to speak'). Other structural errors include 'had cover a porportion' and 'had a spoken number of'. Punctuation is also neglected at the end of sentences. These frequent errors occasionally cause difficulty for the reader.
See this exact question answered at other band scores — the same prompt compared across bands.
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