Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-29
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 charts illustrate the proportion of british student at one university in united kingdom who were able to speak other language in adding to english between 2000 and 2010. Overall,spanish was the most commonly spoken foreign language in both years,while German remained the least spoken.Notably,all categories experienced changes, except for german,which remain unchanged. According to the data, Spanish had the highest proportion of speakers in both 2000 and 2010.Accounting for 30% and 35% repectively.Similarly,the percentage of students speaking another language increased to 20% in 2010, while those speak two other language rose to 15%.These two category second or third most popular language options by 2010. In contrast,the proportion of students who spoke no additional language dropped significiently, falling by half to 10% in 2010.Likewise, the share of french speaker declined from 15% to 10%. However, the percentage of german speaker remained stable at 10% in both years.
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 student attempts to summarise the main features of the two pie charts, noting that Spanish was the most commonly spoken language and highlighting changes across categories. However, there are significant data reading errors: the student states that 'Spanish had the highest proportion of speakers in both 2000 and 2010. Accounting for 30% and 35% respectively,' whereas the charts show Spanish at 20% in 2000 and 10% in 2010 (with 'No other language' being 30% and 35%). Furthermore, the student confuses 'No other language' with Spanish. Additionally, the response falls slightly short of the 150-word minimum requirement at 148 words. These inaccuracies in data interpretation and the length penalty limit the score.
Coherence and Cohesion: Band 5.5
The response is divided into logical paragraphs with a basic introduction, overview, and body paragraphs. Cohesive devices are used to connect ideas, such as 'Overall,' 'According to the data,' 'Similarly,' and 'In contrast.' However, referencing and cohesion are sometimes faulty due to the misinterpretation of data and awkward phrasing, such as 'These two category second or third most popular language options by 2010.' Paragraphing is present, but overall progression is hindered by confusing data claims. Nevertheless, the basic structure provides a readable framework.
Lexical Resource: Band 5.0
The student demonstrates an adequate vocabulary for the task, attempting words and phrases like 'proportion,' 'commonly spoken,' and 'declined.' However, there are numerous lexical and spelling errors, such as 'british student' (missing capitalization and pluralization), 'united kingdom' (missing article), 'spanish' (lowercase), 'repectively,' and 'significiently.' The range is limited and repetition occurs, but the vocabulary is minimally adequate to convey the general topic under discussion.
Grammatical Range and Accuracy: Band 5.0
The response includes a mix of simple and complex sentence forms, such as subordinate clauses ('while German remained the least spoken'). However, grammatical accuracy is weak. There are frequent errors in verb tense, agreement, and punctuation, including 'german,which remain unchanged' (missing subject-verb agreement), 'those speak two other language' (incorrect verb form and pluralization), and missing capitalization at the beginning of sentences and proper nouns. Punctuation spacing errors are also prevalent throughout the text.
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