Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-22
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 percentage of students of British university who were capable to speak foreign language other than their native language during 2000 and 2010. It includes French,Spanish and German.
Overall, it can be seen clearly that there was a highest percentage of students who were unable to speak other language than English in both years. However, Student learned Spanish language more frequently in 2000 and another language in 2010.
Breaking down the figures, there were same proportion of student who accounted for German and two other languages in 2010 approximately 10%. Similarly, French language and another language was studied by same percentage of student about to 15$. There was a 20% student of Spanish and 30% student of no other language.
In contrast to 2010, There was 10% students for Spanish, French and German to Learned foreign languages. In addition, there were about to 20% and 15% another language and two other language. The highest percentage of student learned no other languages near to 35%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers all parts of the task by reporting the main features of the two pie charts from 2000 and 2010. However, the data presentation contains several inaccuracies. For example, in paragraph 3, the student states that French and another language were studied by the same percentage of students ('about to 15$'), which contradicts the data where French was 15% and another language was 20% in 2000. Furthermore, the final paragraph confuses the data for 2000 and 2010, attributing 10% for Spanish, French, and German in 2010 (whereas Spanish and French were actually 10% each, but German was also 10% and 'another language' was 20%). The overview identifies the highest percentages correctly ('unable to speak other language than English'), but the confusion in body paragraphs limits the score.
Coherence and Cohesion — Band 5.5
The text is organized into four paragraphs, following a logical layout with an introduction, an overview, and two body paragraphs breaking down the figures. However, the progression is hindered by confusing paragraph assignments; paragraph 4 attempts to contrast with 2010, yet the figures cited closely resemble the 2000 data or mix them up. Cohesive devices are used ('Overall', 'Breaking down the figures', 'In contrast to 2010'), but referencing is sometimes imprecise, and paragraphing lacks precise control over information flow due to the data confusion.
Lexical Resource — Band 5.0
The student uses an adequate range of vocabulary for the task, successfully incorporating terms related to percentages, languages, and proportions (e.g., 'percentage', 'proportion', 'capable to speak'). However, there are notable lexical errors and awkward collocations, such as 'capable to speak' instead of 'capable of speaking', 'Student learned Spanish language more frequently' (misinterpreting static proportion data as frequency over time), and typographical errors like '15$'. Less common vocabulary is attempted with limited success.
Grammatical Range and Accuracy — Band 5.0
The writing demonstrates a mix of simple and complex sentence structures, such as 'It can be seen clearly that there was a highest percentage of students who were unable...' However, grammatical accuracy is weak, with frequent errors that occasionally impede smooth reading. Examples include subject-verb agreement issues ('there were same proportion of student', 'There was a 20% student'), missing articles ('Student learned', 'Highest percentage of student'), preposition errors ('student of Spanish'), and tense confusion. Complex structures often contain errors.
See this exact question answered at other band scores — the same prompt compared across bands.
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