Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-02
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 5.5)
The chart below represents the proportions of British students at one university in England were abled to speak other languages in addition to English, in 2000 and 2010.
Overall in 2000, British student who were able to speak only English takes the large part of a chart and in 2010 this part grows little more.
At a glance,the ability of speaking languages varies alot in ten years from 2000 to 2010.But the percentage of students who able to speak German remains same however the percentage of ability to speak Spainsh becomes half.Students who are able to speak French is only 10 percent in 2010 but in 2000 it was 15 percent.
Moving further,the students who can able speak languages other than French, Spainsh, German and English are 20 percent in 2010 whereas in 2000 it is 15 percent.Percentage of two other languages is 10 percent in 2000 and 15 percent in 2010.Student who did not able to speak language other than english is 30 percent which increses to 35 percent in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the task partially, attempting to present data from the charts regarding British students' language abilities in 2000 and 2010. While some main features are reported, such as the proportion of students with no other language increasing from 30 percent to 35 percent and general references to specific languages like Spanish and French, the coverage is limited and contains inaccuracies. For instance, the student states that the percentage of students able to speak German remains the same while Spanish halves, though the charts show German only at 10 percent in both years and Spanish dropping from 20 percent to 10 percent. The overview is somewhat weak, relying on a copied introductory sentence and a very basic summary of the main trend. To move to a higher band, the response would need to provide a clearer overview and accurately report key comparative features without factual errors in data interpretation.
Coherence and Cohesion: Band 5.5
There is some organisation present, with an introduction, a body paragraph, and a concluding set of observations, but the text lacks a clear overall progression. Paragraphing is not used effectively; instead of distinct paragraphs for distinct trends or years, the text is clustered into dense blocks with repetitive sentence openings such as 'At a glance' and 'Moving further'. Cohesive devices are basic, repetitive, and occasionally inaccurate, leading to a mechanical feel. For example, referencing and logical links between sentences are often strained, such as abruptly shifting from French to other languages. To achieve a higher band, the essay needs a more logical sequence of information, clearer paragraph divisions, and a wider, more natural variety of cohesive devices to connect ideas smoothly throughout the response.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task. The student attempts to use some less common phrases like 'proportions', 'percentage', and 'varies alot', but lexical control is weak. There are noticeable word choice and word form errors that occasionally cause difficulty, such as 'ability of speaking languages' instead of 'ability to speak languages', and spelling errors like 'Spainsh' instead of Spanish. Repetition of basic terms such as 'percent', 'students', and 'languages' restricts the lexical range. To improve to a higher band, the writer must incorporate a wider variety of precise vocabulary and synonyms to describe statistical data, whilst eliminating spelling mistakes and awkward collocations.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of sentence structures, relying heavily on simple sentences and basic subject-verb-object patterns. Attempts at complex sentences are frequently faulty, leading to ungrammatical constructions such as 'the proportions of British students at one university in England were abled to speak', 'student who were able to speak only English takes the large part', and 'the students who can able speak languages'. There are frequent errors in verb forms, auxiliary verbs, adjectives, and agreement throughout the text, which can cause some difficulty for the reader. To reach the next band, the student should aim to use a greater variety of complex grammatical structures with higher accuracy, paying closer attention to verb patterns, auxiliary verbs, and relative clauses.
See this exact question answered at other band scores. The same prompt compared across bands.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.