Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-03

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 given two pie charts illustrates the percentages of british students at one university in england who were able to speak other languages in addition to english from 2000 to 2010.

Overall,it is noticable that in year 2000 no other language was the highest language spoke by british students,while two other languages was the lowest language spoken by the british students in 2000. In 2010 no other language was the biggest source of the language spoken by british students and german was the lowest source that spoken by the british students.

In 2000, No other language was the highest language that was spoken by british students at 30% while spanish language was spoken at 20%.the french language and another languages stood at same perecntages at 15%.Moreover,german and two other languages was spoken at lowest level at 10%.

In 2010,No other language was the highest spoken language by the british students at 35%.The french language was spoken at 20%,while two other languages was spoken at 15% also spanish and geramn language was spoken at lowest source by the british students at 10%.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response makes an attempt to summarise the two pie charts, noting some key features such as the dominance of the 'no other language' category in both 2000 and 2010. However, the task is only partially addressed due to inaccurate reporting of several figures and categories from the visual data. For instance, the student incorrectly states that German was the lowest source in 2010, whereas German stood at 10% alongside other categories, and misstates the percentage for French in 2010 as 20% when the chart shows 10%. Furthermore, the description often refers to languages as 'languages spoken' or 'sources', leading to confusion between specific languages and general categories. The overview is overly simplistic and contains factual errors regarding the lowest and highest figures, failing to present a fully accurate summary of the main trends.

Coherence and Cohesion: Band 5.5

The response is organised into four paragraphs, following a logical layout with an introduction, an overview, and two body paragraphs covering the respective years. However, the progression lacks clarity at times due to repetitive sentence structures and mechanical transitions. Cohesive devices are used in a basic and sometimes inaccurate manner, such as repeatedly starting sentences with 'In 2000' and 'In 2010' followed by repetitive phrasing ('No other language was the highest language that was spoken'). Paragraphing is present, but the overall internal cohesion within paragraphs feels disjointed, as ideas are listed rather than smoothly connected, restricting the response from achieving a higher level of logical flow.

Lexical Resource: Band 5.0

The vocabulary used is limited and repetitive, which is adequate for minimal communication but restricts precision. The student frequently repeats phrases like 'highest language that was spoken' and 'lowest level'. There are notable word choice and collocation issues, such as referring to languages as 'sources' ('german was the lowest source that spoken') and awkward phrasing like 'highest language spoke'. Capitalisation is also neglected for proper nouns and sentence beginnings (e.g., 'british', 'england', 'spanish', 'geramn'), and spelling slips occur, all of which indicate a basic control of lexical resources that occasionally causes strain for the reader.

Grammatical Range and Accuracy: Band 5.0

The grammatical range is quite limited, relying heavily on simple sentence structures and repetitive subject-verb-complement patterns. Attempts at slightly more complex structures often result in errors, such as subject-verb agreement issues ('german and two other languages was spoken', 'two other languages was the lowest language') and passive voice inaccuracies ('the lowest source that spoken'). Punctuation and capitalization errors are frequent, including missing commas and lowercase starting letters for sentences (e.g., 'Overall,it is noticable'). These frequent errors in basic and attempted complex structures cause some difficulty for the reader throughout the text.

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