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 pie charts despite that the percentage of Bristish students at one university in England who were able to speak other languages, In addition to English in 2000 and 2010.
Overall, its clearly shown that, In 2000 No Other Language was taking highest position. German and two other languages was lowest position, also in 2010 No other language was at peak. Remain stable was Spanish and French language.
In 2000, No other language was the enormous proportion in this chart which was 30%. Spanish language counted as second place, it was 20%. German language and two other languages was the least of the list it had 10 percent. French and Another language held up middle position in the list, which was 15%.
In 2010, again no other language stood first position and slightly increase 5% than in 2000. Spanish and French language gradually decrease 10 and 5 points, they were stood 10 percent both. No other language and two other languages also rose 5% which is accounted by 20% and 15%. Remain unchangeable was German language which was 10 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 | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
The response attempts to address the prompt by summarising the data from the two pie charts comparing the proportions of British students speaking other languages in 2000 and 2010. However, the task is only partially addressed because the opening sentence is an incomplete fragment and fails to clearly state an overview of the main trends. While some key data points are selected—such as 'No other language' holding the highest proportion in both years at 30% and 35%—other details are either inaccurate or under-developed. For example, the student claims that Spanish and French 'gradually decrease 10 and 5 points', whereas French actually dropped from 15% to 10% and Spanish dropped from 20% to 10%. To reach a higher level, the writer needs to present a fully formed introduction, ensure all data is accurately transcribed, and provide a clearer, more complete overview of the overall changes over the decade.
Coherence and Cohesion: Band 5.0
There is some organisation evident in the division of paragraphs into an introduction, an overview, and separate body paragraphs for each year. However, there is no clear overall progression across the text. Cohesive devices are frequently inadequate, inaccurate, or repetitive; transitional phrases are missing or poorly handled, as seen in awkward connectors like 'Remain stable was Spanish and French language' and 'Remain unchangeable was German language.' Furthermore, referencing is sometimes unclear, and the mechanical listing of data points impedes smooth flow. Paragraphing is present, but internal cohesion lacks flexibility and control. To improve, the writer should use a wider variety of accurate cohesive links and ensure that sentences flow logically from one to the next to build a cohesive narrative.
Lexical Resource: Band 5.0
The lexical range is limited but minimally adequate to convey basic statistical information. The student attempts some less common vocabulary such as 'enormous proportion', 'peak', and 'gradually decrease', but these attempts are marred by noticeable errors in word choice and collocation, such as 'No other language was taking highest position' and 'stood first position'. There are also minor spelling and capitalisation issues throughout the text, such as 'Bristish' and 'unchangeable'. While these errors do not completely obscure meaning, they cause some difficulty for the reader and prevent the vocabulary from scoring higher. To progress, the student must expand their range of functional vocabulary for describing data and ensure greater precision in word forms and collocations.
Grammatical Range and Accuracy: Band 4.5
The grammar demonstrates a very limited range of structures, relying mostly on simple sentences and basic subject-verb-object patterns. Attempts at more complex structures or inverted forms are consistently faulty, as demonstrated by ungrammatical constructions like 'Remain stable was Spanish and French language' and 'No other language and two other languages also rose 5% which is accounted by 20% and 15%.' Frequent errors in verb tenses, subject-verb agreement (e.g., 'German and two other languages was', 'they were stood'), and missing articles are present throughout the text. These errors cause frequent difficulty for the reader. To achieve a higher band, the student must increase sentence variety, improve control over basic grammatical agreements, and eliminate persistent structural errors.
See this exact question answered at other band scores. The same prompt compared across bands.
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