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 provided pie charts illustrate the comparative data about the pupils of university in england, which can speak multipule languages beside english around one decade from 2000 to 2010. looking from an overall perspective, it is evident that persentage of no other language was highest in both time period, while other abilities fluctuate during the provided timeframe.

in 2000, the students can speak german only and two other language was the lowest, which was recorded at 10. however, do not know other language was highest at 35. although the speaking ability of spanish was second ranked, at 20, french and another language was in third place, at 15.

by 2010, another language was surged from 15, and it was recorded at 20. however, spanish and french speaking were gone down at 10. no other language was remaind at highest position although it was recorded at 35. similarly, german only was remained constant at 10, but two other languager was inclined.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main overall pattern: the “No other language” category is the largest in both years, and you note that Spanish and French declined while “Another language” increased. However, several figures are misreported or unclear. In 2000, “No other language” was 30%, not 35%; 35% is its 2010 figure. You also say it “was remaind at highest position,” which obscures that it rose from 30% to 35%. The final comparison says “two other languager was inclined” but gives no 2010 value; it increased from 10% to 15%. The response covers relevant features, but the overview and comparisons need more accurate reporting and fuller development.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction and overview are followed by separate paragraphs for 2000 and 2010. This gives the reader a basic chronological route through the charts. Linking expressions such as “however,” “although,” and “similarly” also show an attempt to connect comparisons. At times, though, these links do not express the relationship clearly—for example, “however, do not know other language was highest” is difficult to follow, and “although” introduces a comparison that is not clearly contrasting. Some references, such as “it” in the final paragraph, are also ambiguous. Use simpler, more precise transitions and make each sentence’s subject explicit to improve progression.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “percentage,” “highest,” “constant,” and “recorded,” and you attempt to describe change with “fluctuate,” “surged,” and “gone down.” However, several choices are inaccurate or unnatural, which sometimes makes the data difficult to interpret. “Do not know other language” does not clearly name the chart category, and “speaking ability … was second ranked” is an awkward way to compare proportions. There are also noticeable spelling and word-form errors, including “multipule,” “persentage,” and “languager.” Aim for accurate chart language and collocations, such as “the proportion of students speaking Spanish” and “increased from … to …,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including clauses beginning with “although” and “while,” so there is some variety. However, errors in sentence construction and verb forms occur frequently and can make relationships between figures unclear. For example, “the students can speak german only and two other language was the lowest” shifts between plural and singular forms, while “another language was surged” uses an incorrect passive construction. In “no other language was remaind at highest position,” the verb form and article are also faulty. Practise forming clear comparison sentences with consistent past-tense verbs, correct subject–verb agreement, and articles—for example, “The proportion speaking another language rose from 15% to 20%.”

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