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 chart illustrates share of British learners at one university in England who were able to speak foreign languages in addition to English between 2000 and 2010.
Overall,no other language and another language gradually increased while spanish and french slightly decreased.german remain stable.
in 2000,highest proportion was no other language with 30% and 2nd highest was spanish accounted for 20%.while French and another language had similiar with 15%.on the other hand, germany only and two other languages were with lowest but similiar share approximately 10% for both students.
no other language and another language significantly grew with 5% both in 2010.Spanish language dramatically dropped and reached half with just 10% and french gradually declined to 10% in 2010.german was only language that remained unchanged with same 10% share in 2010.while two other languages sharply increased and accounted for 15% in 2010.uageguage highest shre was no other lang
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response addresses the task partially, attempting to present an overview and select main features from the charts, such as noting that 'no other language' and 'another language' increased while Spanish and French decreased. However, there are notable omissions and inaccuracies in data reporting. For instance, the text claims that 'no other language and another language significantly grew with 5% both in 2010', whereas the charts show 'no other language' rising from 30% to 35% and 'another language' rising from 15% to 20%. Additionally, the response trails off into gibberish at the very end ('uageguage highest shre was no other lang'). Crucially, the length requirement was not met: the response contains only 137 words, falling 13 words short of the 150-word minimum, with 10 words copied directly from the prompt discounted. To reach a higher band, all data must be accurately reported, the overview must be clearer, and the word count must strictly exceed the minimum.
Coherence and Cohesion: Band 5.0
The response shows some organisation with basic cohesive devices and chronological signposting such as 'in 2000' and 'in 2010'. However, there is no clear overall progression due to fragmented sentences and poor paragraphing. The text is written as a series of disjointed statements rather than well-structured paragraphs with clear thematic grouping. Cohesive devices are repetitive and sometimes mechanical, with overuse of additive structures and abrupt shifts between data points without adequate transitions. Furthermore, referencing is weak, and the sudden truncation and garbled text at the conclusion severely disrupt the flow of information. To improve coherence and cohesion, the student should group related data logically into structured paragraphs, ensure smooth transitions between sentences, and maintain a consistent logical flow from introduction to conclusion.
Lexical Resource: Band 5.0
The lexical range is limited and minimally adequate for the task, with noticeable errors that occasionally cause difficulty for the reader. The student attempts some vocabulary related to trends, such as 'gradually increased', 'dramatically dropped', and 'remained unchanged', but also relies on basic and repetitive terms. There are frequent word-form and spelling errors throughout the text, including lowercase capitalization for proper nouns ('spanish', 'french', 'german'), missing spaces or typographical errors like 'similiar', 'germany only', and 'shre', as well as the scrambled word 'uageguage'. These inaccuracies indicate a lack of precision in word choice and spelling control. To achieve a higher band, the student needs to expand their vocabulary range, use less common lexical items accurately, and pay closer attention to standard spelling rules and capitalization.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is quite limited, featuring predominantly simple or poorly controlled complex structures. There are frequent errors in grammar and punctuation that can cause difficulty for the reader, including missing articles ('The chart illustrates share', 'highest proportion was no other language'), incorrect subject-verb agreement or missing verbs ('german remain stable', 'germany only and two other languages were with lowest'), and poor punctuation with missing capitalisation at the start of sentences and after full stops. Attempts at complex sentences often result in faulty syntax and run-on structures. To progress to a higher band, the student must demonstrate better control over basic sentence construction, ensure correct use of articles and verb forms, and improve punctuation and capitalization consistency.
See this exact question answered at other band scores. The same prompt compared across bands.
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