Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-07

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 given pie charts of different eara shows proficiency of different language of British students.

overall, In 2000 a large number of students did not know any other language, The most studied language by the students were spanish in 2000 and least one learnt was Germany. Moreover In 2010 their trend change, learner of 2 other language increase.

In 2000 mostly bristish students inclined toward Spanish language.Fifteen percent among those could speak french, ten percent were those who could speak Germean and two different language other than English. This learning trend change in 2010. Spanish and french spoken students decline from twenty percent to fifteen percent while toward two different language their intrest increase. The number of students who did not know other language also increase. They were at thirty perecent and in 2010 they imcrese to thirty five percent. No dout most students know different languages as compared to those who did not know any language

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several relevant features, including the rise in the share speaking two other languages and the increase in students reporting no other language. However, some key figures and comparisons are inaccurate: Spanish falls from 20% to 10%, not to 15%, and French falls from 15% to 10%, rather than both declining from 20% to 15%. The overview also says Spanish was the most studied language, which is not quite accurate for 2010, when another language (20%) was the largest category. Your final claim that most students knew other languages conflicts with the figures: those with no other language were the largest single group in both years. More accurate selection and reporting of the main features would make the summary more complete and reliable.

Coherence and Cohesion: Band 5.0

The response has a basic overall structure: an introduction, an overview, and details about the two years. This gives the reader some sense of the comparison, and phrases such as “In 2000” and “in 2010” help signal time. However, progression is not consistently clear. The overview and body repeat the increase in students with no other language, while the final sentence introduces a conclusion that contradicts the figures and disrupts the summary. Connections such as “Moreover” and “This learning trend change” are either awkward or do not clearly show the relationship between ideas. Organise the body around the main changes, and use clear comparisons to avoid repetition and improve the flow.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proficiency,” “decline,” “increase,” and “trend,” so the reader can generally understand the topic. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning less clear. For example, “most studied language” is not a precise description of the chart, which reports students’ language abilities, and “two different language” is an awkward way to describe the category. There are also noticeable spelling errors, including “eara,” “bristish,” “Germean,” and “imcrese.” Choose precise terms for speaking ability and check spelling and collocations carefully; this will make the report clearer and more appropriate to an academic chart summary.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer sentence forms, such as “Spanish and french spoken students decline from twenty percent to fifteen percent while toward two different language their intrest increase,” but these are often faulty and difficult to follow. Errors occur in sentence structure, agreement, tense, articles, and punctuation. For instance, “The most studied language … were spanish” has a subject–verb agreement problem, while “learner of 2 other language increase” lacks a clear grammatical structure and correct plural forms. Capitalisation after full stops is also inconsistent. Most sentences rely on simple patterns, and attempts to combine ideas do not yet show reliable control. Practise accurate simple comparisons first, then build longer sentences using clear clauses and consistent past-tense reporting.

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