Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The pie chart illustrate the language skills of british students other then english.
By the consideration of graph in early 2000's 30 percnet of british student are not able to speak any other language while 20 percent can speak spanish and the other 15 percent of student speak french only its quite low from the spainish language but the other 15% speak another language on the other hand 10 percent of students speak two different languages whhich is very good and except from that 10 percent speak german language due to the fact its quite hard.
According to the other pie chart the scenario is different in 2010 . The 35 percent of british students do not speak any other laguage while the 15 percent can speak german .20 percnet students speak another language. On the other hand spainish and french are on the same level with the percentage of 10 and the other 15 percent from them speak two languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response addresses the task only partially, sitting at a lower band level. While the writer attempts to present information from both charts, the coverage is incomplete and features numerous inaccuracies regarding the data. For instance, the text states that in 2010 'the 15 percent can speak german', whereas the chart records German only at 10 percent. Furthermore, the overview is missing, and the information is presented as a series of isolated data points rather than a cohesive summary with clear comparisons. To reach a higher level, the writer needs to provide an introductory overview of the main trends and accurately report key figures without misinterpreting the chart data.
Coherence and Cohesion: Band 5.0
There is some basic organisation into paragraphs, but the response lacks clear overall progression. The writing relies on rudimentary linking devices and repetitive phrasing, such as starting sentences with 'By the consideration of graph' or 'According to the other pie chart'. Referencing and cohesive devices are inadequate, making the movement between ideas feel mechanical and disjointed. For example, sentences run together without appropriate punctuation or transition words, making it difficult to follow the logical flow. To improve, the writer should ensure each paragraph has a clear thematic focus and use a wider variety of cohesive ties to connect ideas smoothly.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task, containing noticeable spelling and word choice errors. Words like 'british', 'percnet', 'spainish', and 'whhich' demonstrate frequent spelling slips, while phrases like 'other then english' and 'except from that' show awkward lexical choices. The writer attempts some topic-specific vocabulary related to percentages and languages, but the repetition of basic terms restricts the range. To progress, the writer must expand their vocabulary range and focus on accurate spelling and natural collocations, avoiding colloquial or inaccurate phrases.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of sentence structures, relying mostly on simple sentences with frequent grammatical errors. There are issues with subject-verb agreement and tense consistency, such as '30 percnet of british student are not able' and 'the other 15 percent of student speak french only its quite low'. Punctuation is also problematic, with run-on sentences and missing capitalization for proper nouns. Complex sentence attempts are frequently faulty. To achieve a higher score, the writer needs to incorporate a wider mix of structures while improving accuracy in basic grammar, punctuation, and subject-verb agreement.
See this exact question answered at other band scores. The same prompt compared across bands.
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