Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

In the given pie charts they ellaborate the numbers of students who were able to speak other languages in addition to English. Basically this chart shows summary from 2000 to 2010 students of the University located in England.

The given pie charts determines the percentage of students which are able to speak languages other than English.Two separate charts are given for year 2000 and 2010. There are mainly three languages that are spoken in both years which are French,German,Spanish.

The chart for year 2000 stating that the percentage of languages spoken Spanish , German and French are 20,10,15 respectively. Otherthan that no other languages besides English spoken bye students, percentage is 30.

On the other hand , For academic year 2010 chart showing the percentage for Spanish ,German ,French all have 10. By observing this we can determine that Spanish and French have become less spoken by the decade. People who speaks only English have become more compare to chart stats for year 2000.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover the main features of the pie charts illustrating the proportions of British students able to speak foreign languages in 2000 and 2010. However, there are notable inaccuracies in reporting the data. For instance, the student states that for 2010, Spanish, German, and French all have 10 percent, whereas the visual data shows French at 10 percent, Spanish at 10 percent, German only at 10 percent, but also includes 'Another language' at 20 percent and 'Two other languages' at 15 percent. The overview is rather basic, and the data selection lacks precision when describing the broader categories. Consequently, the task is only partially addressed, earning a band score of 5.0.

Coherence and Cohesion — Band 5.0

The text is divided into four short paragraphs, representing a basic structure for an introduction, overview, and body paragraphs. However, logical progression is weak due to abrupt transitions and repetitive framing, such as repeatedly using 'The given pie charts...'. Cohesive devices are minimal or mechanically applied ('On the other hand', 'By observing this'). Paragraphing is attempted, but the overall organization lacks smooth transitions between ideas, placing the response firmly in the band 5.0 range.

Lexical Resource — Band 5.0

The student uses a limited vocabulary range that is minimally adequate for the task. There are several spelling and word choice errors, such as 'ellaborate' instead of 'illustrate', 'Otherthan' instead of 'Other than', 'bye' instead of 'by', and 'compare' instead of 'compared'. Less common vocabulary is attempted with noticeable inaccuracy, and some phrasing is unnatural. The vocabulary used is just sufficient to convey basic meaning, but errors occasionally cause strain for the reader.

Grammatical Range and Accuracy — Band 5.0

The student uses a mix of simple and complex sentence forms, but attempts at complex structures are frequently flawed. There are numerous grammatical and punctuation errors throughout the text, including missing articles ('for year 2000', 'for academic year 2010'), subject-verb agreement issues ('the percentage of languages spoken... are'), and awkward phrasing ('People who speaks only English have become more compare to...'). While meaning is generally retrievable despite the frequent errors, control over grammar is weak.

See this exact question answered at other band scores — the same prompt compared across bands.

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