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)
This pie graph gives the informantion about the students whoes able to speak languages other the english in 2000. 30 percent students were able to speak no other language than english but 20 percent students speaks spanish . This pie graph shows the highest rate of students whoes speak no other language and the second hightest language is spanish whose students were able to speaks. And the other languages like french , german and other languages.The second pie graph shows that the 35 percent students were able to speak no other languages in 2010 there the percentage were increase but in 2010 the spanish were decrease from 20 to 10 percent and the french were also decrease in 2010 than the 2000 but in 2010 the other language percentage were increase also pie graph shows that the german language were same in 2000 and 2010 but the percentage of another language were increase.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
The response makes an attempt to summarise the two charts, identifying some key features such as the proportion of students with no other language and the figures for Spanish. However, the treatment of the task is partial and lacks a clear overview. Several figures and trends are described imprecisely or unclearly, such as stating that 'the percentage were increase' without sufficient precision, or vaguely mentioning 'other languages like french , german'. Furthermore, there is a lack of structured comparison between the two years, leading to a somewhat fragmented reporting of data that prevents the response from reaching a higher level.
Coherence and Cohesion: Band 4.5
The text suffers from poor organisation and a lack of proper paragraphing, as it is presented almost entirely as a single dense block of text, with only a weak division attempted near the middle. Cohesive devices are minimal, repetitive, and mechanical, relying heavily on basic linkers like 'and' or repetitive phrases such as 'This pie graph shows'. There is no clear overall progression of ideas from introduction to overview and specific details, which makes the flow jerky and difficult for the reader to follow logically.
Lexical Resource: Band 5.0
The vocabulary used is very basic and repetitive, frequently reusing words like 'percent', 'students', 'languages', and 'pie graph'. There are noticeable lexical and spelling errors throughout the response, such as 'informantion', 'whoes', 'hightest', and awkward word forms like 'speaks' instead of 'spoke' or 'speak'. Attempts to use less common vocabulary are extremely limited, and some expressions appear unnatural, causing occasional difficulty for the reader in fully grasping the intended meaning.
Grammatical Range and Accuracy: Band 5.0
The response displays a very limited range of sentence structures, relying mostly on simple or faulty attempts at complex clauses. There are frequent grammatical errors, particularly regarding subject-verb agreement ('students whoes able', 'percentage were increase'), tense consistency ('speaks spanish' when referring to past data), and missing articles ('the spanish were decrease'). These errors occur throughout the text and frequently distract the reader, reflecting inadequate control over basic grammatical patterns.
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