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 two pie charts illustrates the comparison of 2000 and 2010 in which the percentage of British students' languages of a university in England was different. These students can speak other languages as well as English.
Overall, it can be clealr seen that in 2000, the percentage of the students who can speak no other language was maximum. Similarly in 2010, the pupils who can only speak English have higher proportion.
On the one hand, students who know the two other languages exciluding English have 10% ratio. Pupils who know English and French and English and one otherlanguage were with the ratio 15%. Spanish and English spoken students have 20%, German and English spoken were with 10% RATIO,
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.0
The response responds to the task only minimally and fails to meet the required word count of 150 words, stopping at 118 words. While the student attempts to summarise the charts by identifying the category with the highest proportion in both years, such as 'the percentage of the students who can speak no other language was maximum', the coverage of the data is very limited and superficial. Important comparisons between categories, such as the changes in Spanish, French, or 'another language' between 2000 and 2010, are largely omitted or poorly developed. The overview is rudimentary and lacks a comprehensive summary of the main trends across the two pie charts. To achieve a higher band, the writer must ensure the minimum word length is reached and provide a more thorough selection and comparison of data features.
Coherence and Cohesion: Band 5.0
There is some basic organisation in the text, with an introductory sentence and some transitional phrases such as 'Overall' and 'On the one hand'. However, there is no clear overall progression across the response, and the second body paragraph abruptly stops without logical completion. Cohesive devices are used in a mechanical and repetitive manner, and referencing is occasionally unclear or confusing. Paragraphing is attempted, but the structure is truncated due to the short length of the text. To improve coherence and cohesion, the writer should ensure a logical flow of ideas with clearer transitions between sentences and paragraphs, building a well-connected argument or description from introduction to conclusion.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task. The student demonstrates basic control of words related to data description, such as 'percentage', 'proportion', and 'ratio'. However, there are noticeable lexical errors, awkward phrasing, and unnecessary capitalization, such as 'RATIO', as well as spelling errors like 'clealr' and 'exciluding'. Attempts to use less common vocabulary are constrained by these inaccuracies, which occasionally cause difficulty for the reader. To reach a higher band, the student needs to expand their lexical range, incorporate more precise academic vocabulary for describing statistical data, and ensure accurate spelling and word choice.
Grammatical Range and Accuracy: Band 5.0
The response shows a very limited range of sentence structures, relying primarily on simple constructions with occasional attempts at complex sentences that often become awkward or faulty, as seen in 'students who know the two other languages exciluding English have 10% ratio.' There are frequent errors in grammar, subject-verb agreement, and articles, such as 'The two pie charts illustrates' instead of 'illustrate'. Punctuation and capitalization are also inconsistent, with abrupt commas and sudden capitalization. These frequent errors can cause some difficulty for the reader. To improve, the student must practise using a wider variety of complex grammatical structures accurately and pay closer attention to basic sentence mechanics and agreement.
See this exact question answered at other band scores. The same prompt compared across bands.
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