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)
The given charts demonstrates,the proportion of british candidates, who were able to speak other languages in addition to English, in England from 2000 to 2010.
Overall,in 2000 pie chart,six proportions are given on the other languages spoken.in which four proportions are similar and two remain little different. However,in 2010 pie chart presents the three figures are same and three are different of languages speak by british students.
To commence with, chart presents the 20 ratio of british who can speak spanish, and 15 ratio of another language, similar to 15 ratio of French spoken, german and 2 other languages shows same ratio of proportion, and 30 ratio of students can not speak other language in year 2000. In contrary,spanish and french is spoken by the learners little decrease into 10 ratio in year 2010,and german spoken remain same value,15 ratio of students speak 2 other languages,Moreover,value of another language and no other language spoken by the students are increases from 20 ratio to 35 ratio.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The student attempts to summarise the data from the two pie charts comparing the proportions of British students able to speak other languages in 2000 and 2010. An overview is attempted, and most of the major features—such as the percentages for Spanish, French, and students with no other language—are identified and compared. However, there are some inaccuracies and confusing descriptions in the reporting of the figures. For instance, the text states that 'another language and no other language... are increases from 20 ratio to 35 ratio', which is mathematically confusing and misrepresents the individual categories. Additionally, some data points are misread or awkwardly phrased. While the task is addressed, the development and precision fall into the Band 5 to 6 range due to these reporting errors.
Coherence and Cohesion: Band 5.0
The response is organised into three paragraphs, including an introduction, an overview, and a body paragraph. However, the progression of ideas is hindered by awkward transitions and poor sentence structures. Cohesive devices are minimal and sometimes misused, such as 'To commence with' and 'In contrary'. Furthermore, the referencing and grouping of information within the body paragraph are confusing, making it difficult for the reader to follow the comparisons smoothly. Paragraphing is attempted, but the internal logical flow requires better signposting and clearer referencing to achieve a higher band.
Lexical Resource: Band 5.0
The student demonstrates a basic vocabulary range suitable for describing simple statistical data, using terms like 'proportion', 'ratio', and 'students'. However, lexical control is weak, with repetitive use of the word 'ratio' instead of percentages or proportions (e.g., '20 ratio of british'). Word choice and collocation errors are frequent, such as 'german spoken remain same value' and 'languages speak'. There are also frequent issues with word forms, such as 'increases' instead of 'increased'. The vocabulary is adequate for basic communication, but the lack of precision and frequent lexical errors restrict the score to Band 5.0.
Grammatical Range and Accuracy: Band 5.0
The student attempts a mix of simple and complex sentence structures, but control over grammar and punctuation is poor. There are numerous punctuation errors, such as missing spaces after commas and missing capitalisation for proper nouns like 'British', 'Spanish', and 'French'. Run-on sentences and comma splices are common, for example: 'The given charts demonstrates,the proportion...'. Agreement and tense consistency are also problematic, mixing present and past tenses inappropriately ('demonstrates... were able... is spoken... are increases'). Frequent grammatical errors cause strain for the reader and prevent the text from reaching a higher band.
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