Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The given pie chart illustrates the proportion of British students in a university of England who were able to speak numerous languages along with English between 2000 and 2010.
Overall, the chart provides information about acquiring linguistic knowledge other than native language of British students.It is clear that majority of students learnt no other language conversely fewer students showed interest in learning German and othe two languges.
In terms of Spanish, no more than 20% of students learnt it while 30% of stdents learnt no other language.The ratio of learning two other languages and German only remained same (10%) during the period of 10 decades.
Conversely,
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.0
The response addresses the task only minimally and fails to meet the required word count of 150 words, finishing well short at 106 words. Furthermore, the response is incomplete and abruptly trails off at the end with a dangling transition word ('Conversely'). While the writer attempts an overview and mentions a few data points from the charts, such as the percentage for Spanish and students learning no other language, the information selected is very limited and under-developed. The comparison across years is poorly handled, and the misinterpretation of '10 decades' indicates a failure to accurately process the visual data provided.
Coherence and Cohesion: Band 4.5
Information and ideas are not arranged coherently, reflecting a weak overall structure. Although the writer attempts to use paragraphing, the text breaks down rapidly, culminating in an unfinished fragment at the bottom. Cohesive devices are minimal and mechanical, and referencing is occasionally unclear, as seen in the abrupt shift in the final incomplete sentence. There is no clear overall progression or logical flow linking the limited points together, which severely hampers readability and structural control.
Lexical Resource: Band 5.5
The vocabulary used is basic and repetitive, showing a limited range that struggles to express precise meaning. There are noticeable lexical errors, such as spelling mistakes ('stdents', 'othe') and awkward phrasing ('learning two other languages and German only remained same' and 'during the period of 10 decades'), which demonstrate a lack of control over collocation and word choice. These errors strain the reader and restrict the response to a lower lexical band.
Grammatical Range and Accuracy: Band 5.0
The response features a very limited range of sentence structures. While simple structures are attempted, attempts at more complex formations or accurate referencing lead to frequent errors, including missing articles ('in a university of England', 'majority of students'), preposition issues, and punctuation lapses. Errors are frequent and often obscure the intended meaning, particularly in expressions involving numerical data and timeframes. Overall grammatical control is weak.
See this exact question answered at other band scores. The same prompt compared across bands.
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