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)

Details pertaining to the percentage of british student, who were multi-lingual and know english in England university in 2000 and 2010 are deliniated by the provided pie chart.

Overall, it can be seen that the proportion of british student, who knows german is remain steady whereas the proportion of students in others languages and not knowing other languages flctuated.

Scutinizing deeper into the obtainable information, it can be clearly seen that the proportion of british students, who not knowing other language was highest in both the years 2000 and 2010. The percentage of students know another language and two other languages are went up by 5% in both years.

Digging deeper into the provided pie chat, it can be observe that the proportion of student, who mknow two other languages and german only was equal to the proportion of student , who know spanish in the year 2000.

Hereby, I conclude my report.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify a relevant overall feature: students with no other language formed the largest group in both years, and you note increases in the “another language” and “two other languages” categories. However, the report covers only a small part of the chart and does not give the actual percentages for these changes. It also says the proportion of students who knew German remained steady, but does not state that it was 10% in each year. Important comparisons are omitted, including the fall in Spanish from 20% to 10% and French from 15% to 10%, as well as the rise in students with no other language from 30% to 35%. A fuller overview and selected figures would make the summary more complete and clear.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, with an introduction, an overview and further comments, and phrases such as “Overall” and “Digging deeper” signal movement between points. However, the progression is limited: the final paragraph returns to a comparison already mentioned rather than developing a clear sequence through the main changes. Several linking phrases are repetitive or overly formulaic, and “Hereby, I conclude my report” adds no useful information. The relationship between the overview and supporting details is also not always clear, partly because the figures are mostly absent. Grouping the main comparisons into a more purposeful order and using simpler, more precise transitions would improve cohesion.

Lexical Resource: Band 5.0

You attempt a range of task-related vocabulary, including “proportion,” “multilingual,” “fluctuated” and “obtainable information.” However, several choices are inaccurate or unnatural, which makes parts of the report difficult to interpret. For example, “students in others languages” and “who knows german” do not express the intended categories clearly, while “provided pie chat” appears to be a spelling error. “Digging deeper” and “Hereby, I conclude my report” are also unsuitable for a concise academic chart summary. Spelling errors such as “deliniated” and “Scutinizing” further reduce accuracy. Prefer straightforward, precise terms such as “the proportion of students speaking another language” and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including clauses beginning “who,” but control is inconsistent and errors occur frequently. For example, “the proportion of british student, who knows german is remain steady” has problems with number agreement, verb form and sentence construction. In “The percentage of students know another language and two other languages are went up,” the verb pattern is faulty, and the subject does not agree naturally with the sentence. Articles, plurals and punctuation are also unreliable, as in “the proportion of student” and the spaces before commas. These errors sometimes make the intended meaning harder to follow. Practise accurate basic sentence patterns first, then add relative clauses and comparisons with carefully checked verb forms.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.