Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-19
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 charts demostrates information about he percentages of British students at one university in England who were able to speak other languages in addition to english , in 2000 and 2010 .
By having a cursory glance , it is vivid that , firstly , in 2000 , 30% of British students could not speak no other language other than english , 2000 . After that , only 10% of forigen student speak German language. After words, in 2000 , around 10% of British student could able to speak two other languages . Furthermore , around 20% of abritish student speak spanish lanuages . However, french and another language were similar 15 % of british student speak languages .
Moving further ahead , it is lucid that , primarily , In 2010 , around 35% of British student could not able to speak other languages . Moreover , around 20% of british pupils speak only French languages . Along with this , german and spanish or french were almost similar percentages to British resident speak different kind of languages . Whereas , only 20% of british pupils speak another languages in 2010 . Lastly, only 15% of british students able to speak two other language other than English in 2010 .
By giving general overview , percentages of student could change the over ten years periods . Whereas , spanish has were most common language in both years . Also , the percentages of pupils who could speak two other languages increased.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to cover the main features of the two pie charts showing the proportions of British students speaking other languages in 2000 and 2010. However, there are significant inaccuracies in reporting the data. For example, the student states that 'around 20% of abritish student speak spanish lanuages' in 2000 (which is correct at 20%), but misinterprets several other figures, such as stating 'french and another language were similar 15%' when French was 15% and another language was 15% (which is technically correct), but then misreporting the 2010 figures where Spanish was 10% and French 10%. The overview provided at the end is very weak and contains confused statements, such as 'spanish has were most common language in both years' (Spanish dropped from 20% to 10% in 2010, while 'no other language' and 'another language' became higher). Overall, the response addresses the prompt mechanically rather than fully developing the main trends.
Coherence and Cohesion — Band 5.0
The text is divided into paragraphs, including an introduction, body paragraphs for 2000 and 2010, and a concluding overview. However, the logical progression within and between paragraphs is severely hindered by unnatural, overly conversational, and misused transitional phrases such as 'By having a cursory glance', 'After that', 'After words', and 'Moving further ahead'. Furthermore, referencing is frequently unclear, and the mechanical listing of data points without clear grouping fails to create a coherent overall arrangement. Paragraphing is attempted, but the internal cohesion relies heavily on repetitive sentence structures and faulty cohesive devices.
Lexical Resource — Band 4.5
The vocabulary used is extremely basic and repetitive, frequently relying on phrases like 'British students', 'speak', and 'percentages'. There are numerous spelling mistakes ('demostrates', 'he' for 'the', 'english', 'forigen', 'abritish', 'lanuages', 'spanish') and awkward word choices ('could not speak no other language', 'could able to speak', 'speak different kind of languages'). While the student attempts to use some topic-related vocabulary (languages, percentages, university), the range is limited, and errors in word formation and collocation cause noticeable difficulty for the reader and impede clear communication.
Grammatical Range and Accuracy — Band 4.5
The response displays a very limited range of grammatical structures, heavily relying on simple sentences and repetitive subject-verb-complement patterns. Attempts at more complex structures almost invariably result in severe grammatical errors, such as double modals or tense confusions ('could not able to speak', 'spanish has were most common language', 'percentages of student could change the over ten years periods'). Punctuation is also erratic, with frequent spacing errors around commas and periods. Frequent, dense errors in basic grammar and sentence construction cause strain for the reader throughout the text.
See this exact question answered at other band scores — the same prompt compared across bands.
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