Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-06
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 charts illustrate proportions of British students at one university in England who were able to speak other languages in addition to English, from 2000 to 2010.
Overall, it can be clerly say that the student who don't speak other language that reshio is very high. Also the very less speking language is German. French and other two languages is similerly spoken acording to sarvey.
Maximum people prefar to speak only English rather than any other lanuage. In the year 2000 30% of student dont speak any other language and it can be highly incrisedand in year 2010 that can be stop at 35%.On the second side Spanish and French is most probebly secendory language student like to spek in year 2000 the 20% of student speak Spanish and 15% student speak French. Exydently in year 2010 the use of French and Spanish is very dicrise.
Two other language are 15% spoken in 2000 but in 2010 that can be become 20%. The German language is 10% in 2000 also they wher no any changes seen thire. The persantage of anther languge is 15% in 2000 and now that can be 20%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response presents an overview of the main features shown in the charts, such as the predominance of students speaking no other language and the general proportions for Spanish and French. However, some of the details provided are inaccurate or insufficiently developed. For instance, the text claims that French and Spanish usage sharply decreased by 2010, whereas the data shows Spanish actually decreased from 20% to 10% while another language category increased. Ideas are limited and sometimes confused, pointing to a partial address of the prompt. To reach a higher band, the writer would need to report data more accurately and ensure that comparisons are clearly and correctly drawn across both years.
Coherence and Cohesion: Band 5.0
There is some basic organisation in the text, with paragraphs separating the introduction, overview, and specific data details. However, there is no clear overall progression, and the logical flow is disrupted by abrupt shifts between points. Cohesive devices are minimal or inaccurate, such as 'On the second side' or 'also they wher no any changes seen thire'. Repetition of sentence structures and faulty referencing make the progression difficult to follow at times. To improve, the writer needs to employ logical connectors more effectively and ensure that each paragraph has a clear, focused theme that links smoothly to the next.
Lexical Resource: Band 4.5
The vocabulary used is limited and basic, with frequent lexical errors that impact the clarity of the response. Words are frequently misspelled or chosen incorrectly, such as 'reshio' for ratio, 'speking' for speaking, 'prefar' for prefer, 'incrised' for increased, 'probebly' for probably, 'secendory' for secondary, 'Exydently' for evidently, 'dicrise' for decrease, and 'persantage' for percentage. These errors reflect a restricted range of vocabulary that can strain the reader. To move up, the student must expand their lexicon and develop better control over word choice, spelling, and word forms for common and less common terms.
Grammatical Range and Accuracy: Band 4.5
The writer demonstrates a very limited range of sentence structures, relying heavily on basic patterns with frequent errors. Complex structures are attempted but are generally faulty, such as in 'it can be clerly say that the student who don't speak other language that reshio is very high'. There are frequent errors in verb forms, subject-verb agreement, and articles throughout the essay, including 'This pie charts illustrate', 'student dont speak', and 'there wher no any changes'. These errors require effort from the reader to decode the meaning. To achieve a higher score, the writer needs to increase the variety of error-free complex sentences and exercise greater control over basic grammatical rules.
See this exact question answered at other band scores. The same prompt compared across bands.
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