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 rendered pie charts illustrate the information about the total number of learners who spoke another languages while studing in England campus additionally English during 2000 and 2010 in Britain.
To commence with,the first pie showed almost one third of the students spoke English, while 5% less than the quarter were able to speak spain language.In addition,french and another languages spoken by 15% of the pupils.Moreover ,the same proportion of scholars who spoke German and two other languages which was 10% in the year2000.
Probing further,the second pie chart depicted in 2010,more than 2% of the one third and one fourth (20%) were spoke no other language and another languages respectively.Additionally,15% students spoke two other languages.Eventually,the percentile was only 10% of the learners who spoke Spanish,German and French.
To sum up,it can be clearly seen that the highest portion were English and lowest were German pupils in both the given years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response addresses the task only partially, presenting some data from the charts but struggling to accurately report and compare the figures. For instance, the writer states that "almost one third of the students spoke English," misinterpreting the 'No other language' category, and provides inaccurate descriptions of proportions, such as "5% less than the quarter" for Spanish. While an overview is attempted in the concluding paragraph, it contains inaccuracies, claiming that the highest portion spoke English and the lowest spoke German, whereas German remained static at 10% while other languages were lower or equal. The reporting of data lacks precision, and key features are frequently under-developed or misread against the source material.
Coherence and Cohesion: Band 6.0
The response exhibits coherent overall arrangement with a clear attempt to structure the essay into an introduction, body paragraphs for each year, and a conclusion. However, cohesion is sometimes faulty or mechanical, relying on transitional phrases like "To commence with," "Probing further," and "Eventually," which feel slightly unnatural or misused in an academic context. Paragraphing is used sufficiently to separate the introduction, years, and conclusion, but referencing and logical progression within sentences can be unclear, occasionally disrupting the smooth flow of information.
Lexical Resource: Band 5.0
The vocabulary used is limited but minimally adequate to convey basic information about the charts. The writer attempts some less common vocabulary and lexical items related to data reporting, such as "proportion," "percentile," and "pupils," but noticeable errors in word choice and collocation occur, such as "spoke spain language" instead of Spanish, and "the percentile was only 10%." Spelling and word formation errors, such as "studing" and "scholars" used to mean students, are present and occasionally cause some difficulty for the reader in grasping the precise meaning.
Grammatical Range and Accuracy: Band 5.0
The text demonstrates a limited range of structures, relying mostly on simple sentences with frequent attempts at complex forms that turn out faulty. There are numerous grammatical errors involving verb forms, tenses, and prepositions inside grammatical patterns, such as "were spoke no other language" and "learners who spoke Spanish,German and French." Punctuation and spacing issues are also frequent, such as missing spaces after commas and periods. These frequent errors cause some difficulty for the reader, though the core meaning of data comparison can still be partially deciphered.
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