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)
The charts illustrate the percentage of British students in an England university who can speak other languages in addition to English in 2000 and 2010.
Overall, the proportion of no other language remained high in both years. The proportion of Frenchand Spanish speaking students decreased in 2010 while the percentage of German and two other languages increased.
In 2000, there were 20 prcent students who were able to speak Spanish and this proportion fell significantly to 10 percent in 2010. The proportion of students who did not know any other language was 30 percent and this percentage continued to increase in 2010 at 35 percent. The proportion of French and another language was same in 2000, which was15 percent whereas,proportion of French speakin students fell to 10 percent and another language saw a rise of 20 percent in 2010.
The proportion of Germen speaking students was 10 percent in both years while the percentage of two other languages was 10 percent in 2000 which then increased to 15 percent
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response covers the main features of the charts comparing the proportions of British students speaking various languages in 2000 and 2010. You successfully identify key trends, such as the decrease in Spanish speakers and the increase in students speaking another language. However, the overview sentence in the second paragraph is slightly inaccurate regarding the German data, as the proportion for German actually remained stable at 10 percent rather than increasing. Additionally, some details lack precise support or are partially generalized, placing the response at this level where the task is addressed only partially with limited and somewhat under-developed ideas. To improve, ensure all overview statements accurately reflect the entire dataset and extend your comparisons more thoroughly across all categories.
Coherence and Cohesion: Band 5.0
There is a basic organization to the response, with an introductory paragraph, an overview, and body paragraphs discussing specific years and categories. However, there is no clear overall progression, and the logical flow between sentences feels disjointed at times. Cohesive devices are minimal or mechanical, and referencing is occasionally unclear, such as the sudden shift into data points without adequate transitional signposts. Paragraphing is attempted, but the grouping of information could be managed more logically. To achieve a higher band, you need to use cohesive devices more flexibly and ensure that ideas are sequenced in a way that builds a smooth, clear argument throughout the text.
Lexical Resource: Band 5.0
The vocabulary used is limited but minimally adequate to convey the basic information required for the task. You attempt some less common terms and data-reporting vocabulary, such as 'proportion' and 'significantly', but there are noticeable errors in word choice, collocation, and spelling, such as 'prcent', 'Frenchand', 'speakin', and 'Germen'. These lexical and spelling inaccuracies cause some minor difficulty for the reader and reflect a restricted lexical control. To improve, you should expand your range of vocabulary for describing trends and pay closer attention to accurate spelling and word formation.
Grammatical Range and Accuracy: Band 5.0
The response employs a limited range of sentence structures, relying mostly on simple and straightforward complex forms. There are frequent errors in grammar and punctuation, particularly missing articles, preposition errors, and punctuation slips, such as 'in an England university' instead of 'at a university in England', missing commas, and run-on structures like 'whereas,proportion of French speakin students fell'. These frequent errors can cause some difficulty for the reader. To reach a higher band, you should aim to increase your repertoire of complex sentence structures while maintaining greater accuracy, ensuring correct verb agreements, articles, and punctuation throughout.
See this exact question answered at other band scores. The same prompt compared across bands.
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