Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-04
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 pie charts below illustrates the students of England in the British university who can speak various languages concluding English through the year 2000 and 2010.
Overall, Spanish had a great percentage throughout the both years also, the majoritiy of the students cannot speak other languages.
In the year 2000, the one fifth students were those who can speak Spanish. About 15% were egligeble for French language. Moreover, one third portion represent no other languages. 10% was of German and two other languages.
Futhermore, in 2010 the ratio was same as before with a slight difference. Spanish and French were covering 20% combined 15% of the students can speak two types of different languages. German was only about 10%. Also the other languages stood at only 20%. By this year the highest figure that is almost 35% was those learners who were not able to speak other types of languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.0
The response addresses the task partially by identifying some main features, such as the proportions of students speaking Spanish and the percentage of those with no other language. However, the selection of data contains inaccuracies and lacks precision. For instance, the text states that Spanish and French covered 20% combined in 2010, which misinterprets the data where Spanish was 10% and French was 10% individually. Furthermore, the overview is limited, and some comparisons are underdeveloped or unclear, reflecting a partial coverage of the visual information provided in the charts.
Coherence and Cohesion: Band 6.0
There is a clear overall arrangement with an introduction, an overview sentence, and body paragraphs dedicated to different years. However, progression is sometimes hindered by mechanical or faulty cohesive devices and referencing, such as the abrupt transitions between data points in the body paragraphs. Paragraphing is attempted, but the logical flow between sentences within paragraphs could be significantly smoother to guide the reader effortlessly through the comparative data.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task, with noticeable errors in word choice, form, and collocation that occasionally cause difficulty for the reader. Examples include phrasing like 'the one fifth students', 'egligeble' for eligible, and awkward expressions such as 'the ratio was same as before'. While there are attempts to use topic-related terms like percentage, proportion, and languages, frequent lexical slips restrict the range and precision of the response.
Grammatical Range and Accuracy: Band 5.0
The text displays a limited range of structures, with frequent errors in grammar and punctuation that can cause some difficulty for the reader. Simple sentence forms are generally controlled, but attempts at complex structures often contain errors, such as article misuse in 'the British university' and 'the one fifth students', preposition errors in 'through the year 2000 and 2010', and subject-verb agreement issues like 'the majority of the students cannot speak'. Punctuation is also sparse and sometimes inaccurate.
See this exact question answered at other band scores. The same prompt compared across bands.
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