Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-05
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 pie charts illustrate the percentages of British learners at one institute in England who were to communicate in English and, more than one languages in the period of 2000 and 2010.
Overall, it was evident that the students who know no other language had largest share in both pie charts. However, in 2010 the pupils who speak another and two other languages more in proportion than in 2000. Meanwhile, the students who know German stayed same in proportion in both charts.
Moving to the details, the proportions of students who speak no language were 35% which had the largest share in 2010 and 30 % in 2000. Moreover, French speak students had dominent share in 2010, 20 % and 15 % in 2000. Frthermore, 15% proportion was in 2000 and 19% in 2010 which is less than other year. However, the German lanuage pupils had same constant shared in both charts, 10% for both years. Spanish speakers were more in 2010, 20% and less in 2000, 10%. Another language speakers percentage were more in 2000, 20% and 15% in 2000.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response addresses the task only partially and struggles to accurately report the data provided in the visual charts. While the writer attempts an overview and mentions several figures, there are noticeable inaccuracies and contradictions in the data reporting. For instance, the student states that the proportions of students speaking no language were 35% in 2010 and 30% in 2000, yet later misreads or confuses several other data points, such as the percentages for Spanish and another language speakers. Furthermore, some key features are under-developed or presented with confusion, meaning the response does not present a fully clear or accurate summary of the visual information.
Coherence and Cohesion: Band 5.5
There is some organisation present, with the text divided into an introduction, an overview, and a detail paragraph, but the overall progression lacks complete clarity. Cohesive devices are sometimes inaccurate or repetitive, and referencing is occasionally unclear, which disrupts the flow of information. For example, transitional phrases like 'Moving to the details' and 'Moreover' are used, but sentences within the body paragraph feel somewhat disjointed due to mechanical linking and awkward phrasing. Paragraphing is attempted, but internal logical progression is hindered by confusing data comparisons.
Lexical Resource: Band 5.0
The lexical resource is limited and minimally adequate for the task. The writer attempts some less common vocabulary, such as 'proportion', 'dominant share', and 'constant', but these attempts are frequently marred by inappropriate word choices, awkward collocations, and spelling errors (e.g., 'institute' instead of 'institution', 'dominent', 'Frthermore', 'lanuage', 'shared'). These lexical inaccuracies and spelling slips create noticeable strain for the reader and reflect a restricted vocabulary control suitable for this level.
Grammatical Range and Accuracy: Band 5.0
The student uses a limited range of sentence structures, and attempts at complex sentences are frequently faulty. There are frequent errors in grammar, including missing or incorrect articles, prepositions, and verb forms (e.g., 'who were to communicate', 'the students who know', 'French speak students', 'Another language speakers percentage were more'). These frequent errors can cause difficulty and confusion for the reader, and the control over basic and complex grammatical patterns remains inconsistent throughout the text.
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