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 graphs there compare the groups of english candidates at one academic institution in UK which are able to tell different toungue in compare to english, in 2000 and 2010
Overall,the British students speak english language more than others in 2000 and in 2010, they are just increase in english toungue but not others much.
In 2000,the 30% of british candidates speak no other language, they speak more english tahn other toungues.20% of british students who speak spanish, 15% of candidates speak french ,10% of speak german,15% of speak other languages, and 10% of students speak other languages.
In 2010, the british candidates increases in no other language and decreases in other all languages exept english.The students speak english 35% and increase 5% in the 10 years.They speak french 10%,spanish also 10%,german with same 10%,20% speak other languages and 10% of two other languages.In this essay, the english language increase in 10 years but the others like german, french, and spanish were decreases between the ten years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response attempts to address the task by comparing the two charts showing the proportions of British students speaking other languages in 2000 and 2010. However, the interpretation of the data is confused and inaccurate in places, such as claiming that students 'increase in english toungue' or treating 'no other language' as if it were a spoken language. While some main features are presented, the supporting data contains inaccuracies and lacks clear development. The overview is weak, merely stating that English was spoken more than other languages, without capturing the broader trends effectively. To reach a higher level, the response needs to accurately report the data without misinterpreting the categories and provide a clearer, more precise overview of the shifts shown in the charts.
Coherence and Cohesion: Band 5.5
The response has a basic structure with an introduction, body paragraphs, and a concluding remark, but it lacks a clear overall progression. Paragraphing is attempted, though the division of ideas feels arbitrary. Cohesive devices are minimal, mechanical, and sometimes inaccurate, such as repetitive use of time markers like 'In 2000' and 'In 2010'. Referencing is also imprecise, making it difficult to follow the logical links between ideas. To improve, the writer should use a wider variety of appropriate transition words and ensure that each paragraph builds logically upon the previous one with clear topic sentences and smoother transitions.
Lexical Resource: Band 4.5
The vocabulary used is basic and repetitive, relying heavily on simple terms and echoing words from the prompt. There are noticeable lexical errors, such as 'toungue' instead of 'tongue' or 'language', and awkward phrasings like 'tell different toungue'. These limitations and errors occasionally strain the reader and obscure the precise meaning of the data being reported. To achieve a higher score, the writer needs to expand their vocabulary range by using more precise synonyms for data reporting, such as proportions, percentages, and variations, while also improving spelling and word choice accuracy.
Grammatical Range and Accuracy: Band 4.5
The response demonstrates a very limited range of sentence structures, relying mostly on simple sentences with frequent attempts at complex forms that are often faulty. There are persistent grammatical errors throughout the text, including issues with verb tenses ('were decreases', 'increases'), missing articles ('the 30%'), and incorrect prepositions. These frequent errors cause difficulty for the reader. To improve, the student must work on basic sentence construction, ensure correct subject-verb agreement, maintain consistent past and present tenses when describing data, and reduce the frequency of basic grammatical slips.
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