Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-28

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)

In this given two pie chart it shows the proportion of British students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Firstly, in 2000 of british student able to speak languages other then English is 10% for two other languages 20% Spanish only then 15% for the French only again 10% for German ony then 30% for no other languages and last 15% for Another languages.

Secondly, In 2010, of British Student able to speak languages other than English. So 15% for two other languages then 10% for the French only and again 10% for the Spanish only then after 10% for the German languaged then 35% for the No Other language and last 20% for the Aother languages.

Overall, in 2000 the No Other Language is 30% and in 2010 it increase with 5% the Franch is decrease in to 5% then German language is same as same in 2000 and 2010. Spanish is also decrease in 2010 with 5%, two other languages is increase with 5%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student attempts to cover all the main categories from the two pie charts for both 2000 and 2010. However, the data presentation lacks synthesis and reads like a mechanical list of percentages rather than a cohesive summary. Furthermore, there are several inaccuracies in reporting the data; for example, the student states that French decreased by 5% and German stayed the same, whereas the chart shows French went from 15% to 10% (a 5% decrease, which is correctly identified later, but earlier stated inconsistently) and German remained at 10%. The overview is weak, attempting to list individual category changes rather than highlighting overarching trends. This places the response in Band 5.

Coherence and Cohesion: Band 5.0

The essay is divided into an introduction, two body paragraphs for the separate years, and an overall concluding paragraph. However, the progression within paragraphs is heavily reliant on repetitive and unnatural sequencing markers such as 'Firstly', 'Secondly', 'then', and 'and last'. Cohesive devices are used mechanically and inaccurately (e.g., 'So 15% for...', 'then after 10% for...'), which disrupts the flow of reading. Paragraphing is attempted, but the internal logical links are weak, resulting in an overall score of 5.0.

Lexical Resource: Band 5.0

Vocabulary is basic and repetitive, frequently reusing structures like 'for the French only', 'for German ony', and 'for Another languages'. There are numerous spelling and word-form errors, such as 'britische' (implied), 'ony' instead of 'only', 'languaged', and 'Aother'. The lexical range is limited and minimally adequate for conveying simple data points, though inaccurate terminology ('Another languages') and spelling mistakes ('Franch') detract from the quality, supporting a Band 5.0.

Grammatical Range and Accuracy: Band 5.0

The response contains a very limited range of grammatical structures. Most sentences are simple or faulty attempts at complex clauses, often lacking main verbs or proper subject-verb agreement (e.g., 'In this given two pie chart it shows...', 'in 2000 of british student able to speak... is 10%', 'it increase with 5%'). Errors in tense, preposition usage ('with 5%' instead of 'by 5%'), and basic sentence construction are frequent and cause noticeable strain for the reader, fitting the Band 5 descriptors.

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