Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The two pie chart below demonstrates the proportion of Britsh students at one university in Engalnd who were able to speak other languages other than English in 2000 and 2010.

overall the Spanish and French are the most common languages that frequently speaks with english in both pie charts.However German is also on the list as well .

In 2000, the proportion of Spnish language was the higest among all the languages. Almost 20% students can speak Spanish along with English.The second language that frequenlty speak after Spanish was French.About 15% students can speak French as well.Then german comes to the list that has 10% of speakers in the university.There is 10% of students aslo present in the university that can speak two other language as well.15% of student also present that can speak another languages as well however 30% of students in university in 2000 was not able to speak any other language other then English.

In 2010 the rates has been changes as compared to 2000 as the speaker of Spanish has been reduced to 10% from 20% .French has also observed the dropdown in the proportion as it is reduced to 10% from 15%.German was the language that remains consistent in both pie charts as it remains at 10%.However the rate of students who were not able to speak any toher lnguage other then english was increases from 30% to 35%.Moreover the rate of speaking another language is also increased to 20% from 15% and the rate of students who can speak two languages also increases from 10% to 15%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and report the main changes accurately: Spanish falls from 20% to 10%, French from 15% to 10%, German stays at 10%, and the shares for no other language, another language, and two other languages rise. This gives the reader a relevant account of the data. However, the overview is not fully effective: it calls Spanish and French the most common languages in both years, although in 2010 “another language” is higher than either, and it does not clearly summarise the overall shift toward more students speaking other languages. Some details are also imprecise, such as describing the 2010 increase in students speaking two other languages as speaking “two languages.” A more accurate overview would strengthen the response.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate paragraphs for 2000 and 2010. The year-by-year sequence makes the figures easy to follow, and comparisons such as “reduced to 10% from 20%” help connect the data. This meets the lower-band expectation of coherent organisation and shows some features of stronger progression. However, linking is sometimes mechanical, with repeated “However,” “Moreover,” and “as” constructions, and punctuation is inconsistent, particularly where sentences run together after full stops. The overview also sits awkwardly as a lower-case sentence immediately after the introduction. Use clearer sentence boundaries and vary transitions to make the progression smoother.

Lexical Resource: Band 5.0

You use enough topic vocabulary to communicate the chart’s main categories, including “proportion,” “speakers,” “consistent,” and “reduced.” Nevertheless, the range is limited and several noticeable word-choice, collocation, and spelling problems make the account less natural. For example, “languages that frequently speaks with english” is an awkward way to describe language ability, while “the rates has been changes” and “observed the dropdown” do not express the intended trends accurately. There are also repeated misspellings, including “Britsh,” “Engalnd,” and “Spnish.” These errors do not prevent the reader from understanding the overall message, but more precise chart language and careful proofreading are needed for stronger lexical control.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer comparative sentences, for example, “German was the language that remains consistent in both pie charts” and the sentence comparing the 2010 figures with 2000. However, the range is limited, and errors in verb forms, agreement, articles, and sentence construction occur throughout. Examples include “the rates has been changes,” “the proportion of Spanish language was,” and “30% of students … was not able.” Some sentences also combine several ideas without reliable punctuation, making the grammatical relationships harder to follow. Aim for accurate, controlled comparisons such as “The proportion speaking Spanish fell from 20% to 10%,” and check subject–verb agreement and tense consistency in each sentence.

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