Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-21
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 presented pie charts demonstrates the percentile of british students who were able to talk in different languages in adittion to English in different years starting from 2000 to 2010.
Overall, it can be obserbed that in both pie charts, A huge number of students were not able to speak other languages and they just speak English in both years while least number of students were able to speak German only.
To initiate with, In 2000, 30% students were not able to speak other languages and 20% of them were speak only spanish. In adition, 15% students were able to speak in French, Similarly, 15% of the students were knew how to speak in other languages. However, almost 20% of them were able to speak in Germany and Two other languages.
Furthermore, In 2010, 35% of the students were not able to speak in other languages and 20% of them were knew how to speak French. Also 15% of the students were able to speak two other languages instead of English. However, 10% of them can easily speak in French language. Similarly, 10% of the students were able to know how to talk in German language.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to address the prompt by summarising the two pie charts showing the proportions of British students able to speak other languages in 2000 and 2010. An overview is provided, though it contains some inaccuracies and generalisations. There are several misreadings of the data when compared to the visual reference. For example, the student states that in 2000 'almost 20% of them were able to speak in Germany and Two other languages', whereas German only was 10% and two other languages was 10%. Furthermore, the breakdown for 2010 contains conflicting statements, such as claiming '10% of them can easily speak in French language' directly after stating '20% of them were knew how to speak French'. While main features are touched upon, data inaccuracies and confusion regarding categories limit the effectiveness of the response, placing it at Band 5.0.
Coherence and Cohesion — Band 5.5
The response is organised into distinct paragraphs, including an introduction, an overview, and separate body paragraphs for each year. This provides a clear structural framework. However, the progression within paragraphs is sometimes hindered by repetitive transition markers ('To initiate with', 'Furthermore') and faulty logical sequencing. Referencing is occasionally unclear, and cohesive devices are sometimes mechanical or inaccurate (e.g., 'In adition', 'Similarly'). Paragraphing is attempted appropriately, but the overall logical flow is disrupted by data confusion and awkward transitions, resulting in a Band 5.5 score.
Lexical Resource — Band 5.0
The vocabulary used is relatively basic and repetitive, frequently relying on simple structures like 'students were not able to speak' and 'were able to speak'. There are noticeable spelling and word-formation errors throughout the text, including 'percentile' instead of 'percentage', 'british', 'obserbed', 'adittion', and 'knew' instead of 'known' or 'knew how to'. Less common vocabulary is attempted with limited success and some inaccuracy in collocation. While the language is minimally adequate to convey basic points about the charts, the frequent lexical errors and lack of flexibility restrict the score to a Band 5.0.
Grammatical Range and Accuracy — Band 5.0
The student uses a mix of simple and complex sentence forms, though attempts at complex structures frequently result in grammatical errors. There are persistent errors in verb forms, subject-verb agreement, and prepositions, such as 'were speak only spanish', 'students were not able to speak in other languages', and 'were knew how to speak French'. Punctuation is generally basic, with occasional misuse of commas and capitalization. These frequent errors cause some difficulty for the reader and demonstrate weak control over complex grammatical forms, corresponding to a Band 5.0.
See this exact question answered at other band scores — the same prompt compared across bands.
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