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 pie chart below illustrates the facts and figures about the amount of student in university of england. who are able to speak different type of languages rather then english from 2000 to 2010.
The pie chart, illustrates the overall trend of languages like german, french, spanish and many others. British students in a decent number can speak different languages as the trend changes.
Moreover, most of the british students do not like to speak any other languages rather than english in 2000 approximately 30% of them donot like to speak other languages, which was increased to 35% in 2010. The german language remains the same as approxmately 10% in that decade.And other great amount of students like to speak, another language with approximately 15 in 2000 and it was increased by 20% in 2010. and two other languages are also increased 10% to 15% over time. Although spanish and french contribute the least they both were decread from 20-15% respectively to thge same % of 10% of both
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| 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 task by summarizing the provided charts on British students' language skills in 2000 and 2010. While several key features and figures are mentioned—such as the proportions for those with 'no other language', German, and increases in 'another language'—the overview is vague and repetitive. There are inaccuracies in reporting data details, such as stating Spanish and French 'contribute the least' or misinterpreting the percentage drop for Spanish (which went from 20% to 10%) and French (15% to 10%). The response meets the minimum length requirement, but the lack of a clear, accurate overview and flawed data selection place this at Band 5.0.
Coherence and Cohesion — Band 5.0
The response is organized into four paragraphs, attempting an introduction, an overview, and body paragraphs. However, the progression of ideas is frequently disrupted by poor sequencing and repetitive phrasing (e.g., repeatedly describing the pie chart in multiple opening sentences). Cohesive devices are used mechanically and sometimes incorrectly, such as 'Moreover' and 'Although'. Paragraphing is attempted, but the internal logical links within paragraphs are often faulty, leading to confusion. Referencing is occasionally unclear, such as pronoun use and ambiguous modifiers. This performance aligns with Band 5.0 descriptors.
Lexical Resource — Band 5.0
The vocabulary used is limited and repetitive, relying heavily on basic terms from the prompt ('languages', 'students', 'percent', 'increased'). There are frequent word-choice and collocation errors, such as 'the facts and figures about the amount of student' instead of 'number of students', and 'rather then english' instead of 'other than English'. Spelling errors are also present, including 'approxmately' and 'decread'. While the reader can generally follow the intended meaning, the restricted range and persistent errors restrict the score to Band 5.0.
Grammatical Range and Accuracy — Band 5.0
The writer attempts a mix of simple and complex sentences, but many complex structures are marred by grammatical errors. Examples include run-on structures and punctuation issues, such as 'in university of england. who are able to speak...' and 'which was increased to 35% in 2010. The german language remains...'. Punctuation is frequently misused, with missing capitalizations (e.g., 'german', 'spanish', 'french') and unnecessary full stops splitting dependent clauses. Frequent errors in verb tense consistency and preposition usage cause some difficulty for the reader, placing this submission firmly at Band 5.0.
See this exact question answered at other band scores — the same prompt compared across bands.
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