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-charts illustrate percentage of British learners capable to speak languages, which was different than English in 2000 and 2010.

Overall, no other language had the highest figure in both years. In 2000, who students able to speak Germany and two other languages were relatively same. However, in 2010, Spanish, French and Germany languages were same percentage.

In 2000, no other language stood at 30%, which was the highest figure. While this figure accounted for 35% in 2010. In addition, French only and German only were constituted for 15% and 10% respectively in 2000. By 20%, Spanish was noted. Another language and two other languages stood at 25% collectively in 2000.

In 2010, by 10% French only had the lowest figure. Moreover, German only and Spanish only stood at 20% collectively. While two other languages were observed at one quarter. Another language accounted for one fifth, which almost double than French.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to summarise the main features of the charts comparing British students' language skills in 2000 and 2010, the selection of data is sometimes inaccurate or confusing. For instance, the overview states that 'no other language had the highest figure in both years,' which is correct, but subsequent comparisons are poorly handled. The phrase 'who students able to speak Germany and two other languages were relatively same' contains inaccurate data reporting and unclear referencing. Furthermore, some data points are miscalculated or confusingly aggregated, such as stating 'Another language and two other languages stood at 25% collectively in 2000' when the visual data shows 15% and 10%. To reach a higher band, the response needs to select and report the key features more accurately and avoid flawed calculations or vague generalisations.

Coherence and Cohesion: Band 5.0

There is some organisation with the use of paragraphs and basic transition signals such as 'Overall,' 'In 2000,' and 'In 2010,' but the response lacks a clear overall progression. The logical flow is hindered by awkward grouping and confusing relationships between ideas. For example, jumping between individual categories and collective figures without clear signposting makes the information hard to follow. Cohesive devices are sometimes inaccurate or repetitive, and referencing is occasionally unclear, as seen in the abrupt transitions within the body paragraphs. To improve, the student needs to ensure that ideas are sequenced more logically and that cohesive devices are used to build a clearer, smoother progression of information throughout the essay.

Lexical Resource: Band 5.5

The vocabulary used is limited but minimally adequate to convey basic information about the charts. The student demonstrates attempts at less common vocabulary and phrasing, such as 'capable to speak' and 'collectively,' but these are accompanied by noticeable errors in word choice, word form, and collocation. For instance, 'capable to speak' should be 'capable of speaking,' and references to 'Germany' instead of 'German' show lexical inaccuracy. While communication is generally maintained, these errors cause some difficulty for the reader. To achieve a higher band, the student should expand their range of vocabulary, ensure correct word forms and collocations, and use precise terminology related to data and percentages.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of structures, and attempts at complex sentences are frequently faulty. There are frequent grammatical errors throughout the text, such as missing or incorrect prepositions, awkward passive constructions ('were constituted for'), and faulty relative clauses ('who students able to speak'). For example, phrases like 'French only and German only were constituted for 15% and 10%' and 'almost double than French' contain clear structural inaccuracies. These frequent errors can cause difficulty and confusion for the reader. To improve, the student must work on mastering basic sentence patterns, avoiding awkward literal translations, and ensuring greater control over verb forms and prepositional usage.

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.