Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The two pie charts compares the abelity of biritish students to speak other languages than english , in 2000 and 2010.
Overall , the only english speaking students amount increased it dominance in both years . However the lowest proportion in 2000 is of the students who spoke tow other language , and in 2010 only german language .
The majorty of students spoke only english which was around 30% in 2000 and increased it dominance to 35% in 2010 . However , both spanish and french speakers decreased from 20% and 15% in 2000, to both of them equal in 2010 by a percentage of 10% .
On the other hand , the students who spoke two other languages than english and another language number rose from 10% and 15% in 2000 to 15% and 20% in 2010 . contrary to the proportion german language only remain a stable which was the lowest in both years by 10% only .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
The response addresses the task by selecting and reporting the main features of the two pie charts, presenting an overview and outlining key data points such as the proportions for those speaking no other language, Spanish, and French. However, the development of ideas is limited and some inaccuracies in data reporting occur, such as the statement regarding the lowest proportion in 2010 where German only was tied with other categories or misidentified in relation to overall trends. The overview attempts to capture general trends, but the lack of fully extended supporting details keeps the response at this level. To reach a higher standard, the writer needs to provide a clearer, more comprehensive overview and ensure all comparisons are accurately supported by the visual data with greater depth.
Coherence and Cohesion: Band 5.5
The response attempts a logical organization by dividing the information into an introduction, body paragraphs, and a brief overview, which gives it a coherent overall arrangement. However, the progression of ideas is sometimes hindered by mechanical or faulty cohesive devices and awkward transitions, such as the abrupt shifts between sentences using 'However' and 'On the other hand'. Paragraphing is present, but the internal cohesion within paragraphs can be repetitive and referencing is not always completely clear. To improve, the writer should use a wider variety of cohesive devices more accurately and ensure that ideas flow logically from sentence to sentence without abrupt or confusing pivots.
Lexical Resource: Band 5.0
The vocabulary used is limited and barely adequate for the task, with noticeable errors in spelling, word choice, and word formation that occasionally cause some difficulty for the reader. Examples of lexical slips include spelling errors like 'abelity' and 'biritish', as well as awkward phrasing such as 'amount increased it dominance' and 'german language only remain a stable'. While the writer attempts some less common vocabulary related to data reporting, these attempts contain inaccuracies in collocation and form. To achieve a higher score, the student must expand their vocabulary range, improve word choice precision, and eliminate basic spelling mistakes.
Grammatical Range and Accuracy: Band 5.0
The writer demonstrates a limited range of structures, relying mostly on simple sentences alongside a few attempts at complex forms that are frequently faulty. There are persistent errors in grammar, subject-verb agreement, and articles, such as 'the only english speaking students amount increased', 'spoke tow other language', and 'the majorty of students spoke only english which was around 30%'. Punctuation and tense usage also show frequent inaccuracies that can cause some difficulty for the reader. To progress, the student needs to incorporate a wider variety of error-free complex sentence structures and exercise better control over basic grammatical patterns and verb tenses.
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