Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-08

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 shows that the students in England, who were able to speak other language in addition to English in 2000 and 2010. Here are two chatrts where clearly showing about different type of language students are spoken in 2000 or 2010. In 2000, 30% students are speak English, which is a largest amount of people comparision between other language. After that, second most speaking language is Spanish 20%only, another language is French which is 15%. Then, another language is also 15% students were use in the university in 2000. At last, 10% of people's speak German language only and another two languages also speak in 2000.

Now, moving to the 2010, comparision between 2000 five percentage of people are speak another language. In 2010, five percentages of students are also increase to speak two other languages. Moreover, speaking English is as the same persentages in 2010, which is 35% British students able to speak in 2010. Likewise, Spanish, French and German language speaker are discrease in 2010.

In conclusion, most of the students are speak in English ( No Othar Language) and also a lot of students are apeak there own mothertongue language.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including the 30% with no other language in 2000, the 35% in 2010, and the five-point rises for another language and two other languages. However, the account is only partial and some key data are misinterpreted: 30% means students who spoke no other language, not students who spoke English, and the 2010 figures for Spanish and French fell to 10% each while German stayed at 10%. The overview that students mainly spoke English or their mother tongue is not supported by these charts, which show additional-language ability. To improve, state the main overall changes accurately and compare the categories clearly, rather than relying on a vague conclusion.

Coherence and Cohesion: Band 5.5

The response has a basic structure, moving from 2000 to 2010 and ending with a conclusion, and phrases such as “In 2000” and “Now, moving to the 2010” help signal the time shift. However, progression within paragraphs is sometimes difficult to follow: “another language” is used for both the category labelled Another language and French, so the comparisons become unclear. The sequence of figures also lacks a clear overview before the details, and “In conclusion” repeats a broad claim rather than synthesising the main changes. Organise the response into an introduction, a concise overview, and grouped comparisons, using precise references to each chart category.

Lexical Resource: Band 4.5

You use some task-related vocabulary, including “percentage,” “comparison,” “increase,” and “decrease,” so the reader can recognise that you are describing chart data. However, the range is limited and several choices or forms are inaccurate or repetitive, such as “students are speak,” “another language” for different categories, and “speak in English” to describe the no-other-language group. Spelling errors such as “chatrts,” “persentages,” and “Othar” also reduce clarity. Aim for accurate chart language and varied reporting verbs, for example, “accounted for,” “rose,” and “remained unchanged.” Check spelling and use the chart’s category labels consistently so that the figures are not confused.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer comparisons, but grammatical control is inconsistent, and errors frequently make relationships between figures harder to understand. Examples include “30% students are speak,” “five percentage of people are speak,” and “Spanish, French and German language speaker are discrease.” These show problems with articles, verb forms, agreement, and sentence construction. The sentence beginning “Here are two charts where clearly showing” is also incomplete. Use straightforward, complete patterns such as “Thirty per cent of students spoke no other language” and “The proportion rose to 35% in 2010.” Practise past-tense reporting and subject–verb agreement before adding more complex clauses.

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