Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-20
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 illustrates the propoertions of Britiash students who were able to speak other languages alonbg with English in one university in England and specifically in 2000 and 2010.
Majority of students, both in 2000 and 2010 were of students who spoke only English by 30% and 35% respectively.The number of students who spoke French was 15%and 10% respectively. Those who spoke Spanish was 20% and 10% respectively . The number of students who spoke german was 10% in both years. And those who spoke another languages was15% and 10% respectively.Two other languages was spoken by 30% and 35% of the students in 2000 and 2010 respectively.
Overall, increament in number of students was seen among those speaking no other language by 5 %.students who spoke spanish decreased by 10%. There is increament anong those who spoke two other langauges by 5 %. And in another language by 5 %.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to address all parts of the prompt by reporting figures for both years. However, there are significant factual inaccuracies in the data reporting. For instance, the student states that 'Two other languages was spoken by 30% and 35% of the students in 2000 and 2010 respectively', whereas the transcription data shows that 'No Other Language' was 30% and 35%, and 'Two other languages' was actually 10% and 15%. This major misinterpretation of categories pulls down the task achievement score. While an overview is attempted, the confusion over data categories prevents a fully successful summary.
Coherence and Cohesion — Band 5.0
The response is organised into three paragraphs, including an introduction, a body paragraph, and an overview. Cohesive devices such as 'respectively' and transition words like 'Overall' are used, though sometimes mechanically. Paragraphing is attempted, but the logical progression is hindered by the inaccuracies in grouping the data categories. Referencing is occasionally unclear, as seen in the second paragraph where pronouns and category transitions become difficult to follow in relation to the chart data.
Lexical Resource — Band 5.5
The student demonstrates a basic vocabulary range suitable for describing statistical data, using terms like 'proportions', 'respectively', and 'increase' (spelled 'increament'). However, there are several spelling errors ('propoertions', 'Britiash', 'alonbg', 'increament', 'anong', 'langauges') and lexical inaccuracies that highlight a limited range. The repetition of phrase structures like 'respectively' in nearly every sentence restricts lexical flexibility.
Grammatical Range and Accuracy — Band 5.0
The writer attempts a mix of simple and complex sentence structures, but control is inconsistent. There are noticeable grammatical errors and awkward phrasing, such as 'Majority of students, both in 2000 and 2010 were of students who spoke only English' and 'those who spoke another languages was15%'. Agreement errors (e.g., singular/plural mismatches) and punctuation spacing issues appear throughout the text, though meaning remains partially clear.
See this exact question answered at other band scores — the same prompt compared across bands.
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