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 demonstrate the proportion of different other languages who were spoken by british pupiles at a university in England , from 2000 to 2010.

Overall, it can be clearly seen that no other languages covered the maximum percentage throughout a decade . whereas, Another languages were maximum spoken by people and french and germany language were least used by british natives.

Turning to the details ,in 2000, another languages were accounted for 15%, with the passage of time, it rose to 20%by 2010. Spanish and french languages were recorded at 20% and 15% , it decreased by 10% and 5% respectively. Conversely, German speakers remained stable through the period at 10% .

Movingfurther , No other languages were remained popular with 30% , with subsequent years , it increased by 5%. In addition , two other languages were mostly spoken by 15% , it climbed to 20% .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially because the information presented contains several inaccuracies and misinterpretations of the visual data. For instance, the student states that "no other languages covered the maximum percentage throughout a decade" and "Another languages were maximum spoken," which misreads the categories where "No other language" was actually the largest group in both 2000 (30%) and 2010 (35%). Furthermore, some data reporting is confused, such as stating Spanish and French decreased by 10% and 5% respectively while simultaneously mentioning Spanish was recorded at 20%. While an overview is attempted, the main features are not fully or accurately selected and reported, keeping the response at this level.

Coherence and Cohesion: Band 5.0

There is some basic organisation with the use of paragraphs and transitional markers like "Overall" and "Turning to the details," but there is no clear overall progression of ideas. Cohesive devices are sometimes inaccurate or awkward, such as "Movingfurther" as a single word and repetitive phrasing. Referencing is occasionally unclear, making it difficult to follow the logical links between sentences. Paragraphing is attempted to separate the overview from body details, but internal cohesion lacks flexibility and smooth transitions.

Lexical Resource: Band 5.0

The lexical range is limited and minimally adequate for the task. The student makes several noticeable word choice and word form errors that occasionally cause difficulty for the reader, such as writing "pupiles" instead of pupils, "germany language" instead of German, and "another languages" where different or other categories are meant. Attempts to use less common vocabulary are constrained by awkward phrasing and collocation errors, reflecting a restricted control of vocabulary.

Grammatical Range and Accuracy: Band 5.0

The writing displays a limited range of structures, relying mostly on simple sentences alongside a few awkward attempts at complex forms. Frequent grammatical errors occur throughout the text, including subject-verb agreement issues like "another languages were accounted for" and "No other languages were remained popular." Punctuation errors, such as incorrect spacing around commas, and awkward prepositional or passive patterns are also common, causing occasional difficulty for the reader in parsing the meaning.

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