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 provided pie charts illustrate the persentage of the students in UK who can speak other languages other than English in the year of 2000s and 2010. Overall, No other language represent the highest contribution in both years, while two other languages and German language in 2000s, French, Spanish, and and German language in 2010 accounts for minor contribution.
To commence, the most popular spoken language in 2000s was No other language which represnts paramount contribution at 30%, followed by Spanish language at 20%. while the French and Another language accomodate the similar proportion at 15% of each making the third rank. However Two other languages and German language account for the lowest only 10% For each of the total.
Going into the depth, in 2010 once again No other language carries the significant contribution at 35%, while this time followed by another language at 20% making the second rank in this year. The Two other languages comprise for 15% . whereas Spanish, French, and German language makes up a minor share of only 10% of each.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the main features of the two pie charts, noting that 'No other language' was the largest category in both 2000 and 2010, while outlining other data points such as Spanish, French, and German proportions. However, some ideas are under-developed or inaccurately described. For instance, the student states that French and Another language accommodated a similar proportion at 15% each in 2000, but misses key comparisons and over-relies on a mechanical listing of percentages. Furthermore, the information is not fully synthesised, leading to a partial overview where some trends lack clear contextual framing. To reach a higher level, the writer needs to provide a clearer, more fully developed summary that highlights broader trends and key contrasts across both years without simply listing individual figures.
Coherence and Cohesion: Band 6.0
The essay has a coherent overall arrangement with a clear division into paragraphs, including an introduction and distinct body paragraphs for each year. Cohesive devices are used to guide the reader, such as 'To commence', 'However', and 'Going into the depth', although some of these transitional phrases are somewhat unnatural or mechanical. Referencing is generally clear, and the logical sequence of ideas follows a predictable pattern from 2000 to 2010. To improve further, the writer should ensure that cohesive devices are integrated more naturally rather than relying on formulaic transitions, and improve the internal progression within paragraphs to create a smoother flow of information.
Lexical Resource: Band 5.5
The vocabulary used is adequate for the task, attempting some less common lexical items such as 'proportion', 'contribution', and 'accommodate'. However, there are noticeable vocabulary and spelling errors, such as 'persentage' instead of 'percentage', and occasional awkward word choices, such as 'represent the highest contribution' and 'carries the significant contribution', which do not use collocation entirely accurately. Spelling slips and imprecise word forms prevent the response from achieving a higher band. To improve, the writer should focus on expanding their range of vocabulary related to data trends and ensure correct spelling and natural collocation of terms like 'account for' and 'make up'.
Grammatical Range and Accuracy: Band 5.0
The essay displays a limited range of sentence structures, with frequent errors in grammar and punctuation that can occasionally cause difficulty for the reader. There are issues with subject-verb agreement and prepositional use, such as 'the students in UK' lacking an article, 'and and German' containing a duplication error, and awkward phrasing like 'accounting for the lowest only 10% For each of the total'. Attempts at complex sentences often contain errors, and punctuation is occasionally intrusive or missing around clauses. To move up, the writer needs to demonstrate better control over a wider variety of grammatical structures and eliminate frequent basic errors in articles, prepositions, and sentence boundaries.
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