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 chart below illustrate the proportions of other languages speak by British students in England at one unviresty, in 2000 and 2010
Overall,it is clear that there is significant change in percentage in no other language from 2000 to 2010. Before the year 2010 the percentage of Spanish and French language was more but in 2010 the percentage drop and same percentage showned by both the language
In the year 2000, the percentage of no other language was 30% however, in 2010 it rose upto 35%. Also the another language percentage was 15% in 2000, but in 2010 it was climed upyo 20%.It means that both the language showed a significant growth during the year 2000 to 2010
Whereas some language demonstrate decrease in the percentage over the given period, such as both the Spanish and French hold 20% and 15% of the total language percentage in 2000, although in the year 2010 these percentage came upto 10% for both the language
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify several relevant changes, including the rise in “No other language” from 30% to 35%, the increase in “Another language” from 15% to 20%, and the falls in Spanish and French. However, the overview is limited and does not summarise the full picture: German and the two-other-languages category are omitted, and the largest category in 2010 is not clearly highlighted. The statement that Spanish and French were “more” in 2000 is vague, and “both the language” is unclear. To develop the report, give a concise overview of the main contrasts and include the unchanged German figure (10%) and the rise in two other languages (10% to 15%).
Coherence and Cohesion: Band 5.0
The response has a basic structure: an introduction, an overview, and two paragraphs describing increases and decreases. This gives the reader some organisation, and words such as “Overall,” “Also,” and “Whereas” signal relationships between ideas. However, progression is not consistently clear: the overview repeats points later, and the final paragraph’s contrast is awkwardly joined to the figures with “although.” Some links are also unclear, particularly “both the language,” which makes the reference difficult to follow. Group the categories more deliberately, avoid repeating the same comparisons, and use clear sentence boundaries and references so each paragraph has a distinct purpose.
Lexical Resource: Band 5.0
You use some task-relevant vocabulary, including “percentage,” “rose,” “drop,” and “decrease,” so the main trends can generally be understood. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning difficult to follow. Examples include “languages speak,” “the percentage drop,” “climed upyo,” and “total language percentage.” The repeated use of “percentage” and “language” also makes the report less precise. Use standard chart-reporting collocations such as “the proportion of students,” “increased to,” and “fell to,” and check spelling and word forms carefully. This would make comparisons clearer and more natural.
Grammatical Range and Accuracy: Band 5.0
You attempt both simple and more complex sentences, including a contrast with “Whereas” and a clause beginning “although.” However, errors are frequent, and some sentence structures are difficult to follow. For example, “The chart below illustrate” has subject–verb disagreement, while “the percentage of Spanish and French language was more” has problems with number and sentence construction. The sentence beginning “Whereas some language demonstrate” also lacks a clear main clause, and punctuation is inconsistent, as in “Overall,it” and the run-on around “20%.It means.” Practise accurate subject–verb agreement, plural forms, and complete sentence structures; use full stops and commas to separate comparisons clearly.
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