Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-26
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 diagrams displays the numbers of British students in an university in England have the ability of speaking other languages other than english over the period of ten years from 2000 to 2010.
Overall, The languages that were mainly spoke by student is Spanish and French in between the tenure of ten years. Likewise Germany is holding some percentage of student who spoke it with the two other languages. But No other language beats every language according to these graphs over the decade.
Firstly, The No other language leads the graph with more percentage of 30 of the whole graph in 2000. The Spanish and French were the language with 20% and 15% of students who preferred to use them for their communication. Meanwhile Germany and Two other languages are the least in the chart of 2000.
Besides, The British students follow the upward trend in the two languages over the period of ten year with the percentage of 35 No other language and 20 with Another language. As clearly seen the downfall in the speaking of Spanish and French with 10% and 10% value in 2010 which is less then the 2000's values. While the bit increase in the Two other languages with the 15% and German holding it position same through out the ten years.
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 reporting information from the two charts regarding British students' language abilities in 2000 and 2010. An overview is attempted, noting that 'No other language' was the largest category and mentioning trends like Spanish and French decreasing. However, the response contains several inaccuracies in reading the data (e.g., referring to German as 'Germany' and describing it incorrectly, or misstating the percentage for 'No other language' in 2000 as 30% when the data shows 30% for 2000 and 35% for 2010, yet some details are slightly confused). Furthermore, comparisons are basic and the selection of main features is somewhat unsystematic. This performance corresponds to a Band 5.0.
Coherence and Cohesion: Band 5.0
The text is divided into four paragraphs, showing an attempt at a logical structure (introduction, overview, body paragraph 1, body paragraph 2). However, the progression of ideas is frequently disrupted by awkward transitions and confusing sentence construction, such as 'Besides, The British students follow the upward trend...' Cohesive devices are often used inaccurately or mechanically (e.g., 'Firstly', 'Besides'). Paragraphing is present, but internal cohesion within paragraphs is weak, often making the relationships between ideas unclear. This places the response firmly at Band 5.0.
Lexical Resource: Band 5.0
The student uses a limited and repetitive range of vocabulary, with frequent errors in word choice and word formation. Examples include 'displays the numbers of' instead of 'illustrates the proportions', 'an university' instead of 'a university', and referring to the language German as 'Germany'. Phrases like 'tenure of ten years' and 'bit increase' are unnatural and imprecise. Spelling of common words is generally acceptable, but lexical control is weak overall, causing occasional difficulty for the reader. This warrants a Band 5.0.
Grammatical Range and Accuracy: Band 5.0
The student attempts a mix of simple and complex sentence structures, but control is weak. There are frequent grammatical errors, such as article misuse ('in an university', 'the Spanish and French were the language'), subject-verb agreement issues ('The diagrams displays', 'languages that were mainly spoke'), and awkward prepositional phrases ('in the two languages over the period'). Complex structures are often faulty or incomplete. Errors are frequent and occasionally hinder comprehension, aligning with the Band 5 descriptor.
See this exact question answered at other band scores. The same prompt compared across bands.
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