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 two pie charts compares the percentages of British students in England who probably speak different languages other than English between 2000 to 2010.

Overall, no other languages accounted for the largest proportion in the both charts. While, two other langueges and Germen seemed to be the lowest propotion.

In 2000, no other languages represented for 30% of the students. This figure then rise sharply to 35% in 2010. Likewise, another language stood at 15% in 2000, then grew steadily to 20% in 2010.

Meanwhile, in 2000, french made at 15% and

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

The response identifies a relevant overall feature: students with no other language form the largest group in both years, and it correctly reports this share rising from 30% to 35%. It also accurately notes that “another language” increased from 15% to 20%. However, the report is only partial: it stops midway through the French comparison and omits the Spanish decline, the unchanged German figure, and the change in students speaking two other languages. The overview also incorrectly calls German one of the smallest categories in both years, although Spanish is the smallest in 2010. At 92 words, the response is below the required 150 words, leaving the chart insufficiently summarised. Include the main changes and complete the comparisons.

Coherence and Cohesion: Band 5.0

There is some basic organisation: an opening sentence is followed by an overview and then details, and “Overall,” “Likewise,” and “Meanwhile” signal relationships between points. This gives the reader a starting structure. However, progression is limited because the response ends abruptly at “french made at 15% and,” leaving the final comparison incomplete and the report without a conclusion to its data description. The contrast between the two years is not developed consistently, and “While” is used as a sentence opener without completing a contrasting clause. Group the figures into clear comparisons—for example, increases, decreases, and unchanged categories—and use linking expressions to show those relationships accurately.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “percentages,” “proportion,” “represented,” and “grew steadily,” so the basic subject is understandable. However, the range is limited and several word-choice, collocation, and spelling problems reduce precision: “probably speak” is inappropriate for describing the chart, “represented for” is not a natural collocation, and “made at 15%” does not clearly express a figure. There are also spelling errors in “langueges,” “Germen,” and “propotion,” as well as inconsistent capitalisation of “french.” Use standard chart language such as “accounted for,” “stood at,” “increased,” and “declined,” and check spelling and language names carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few different sentence patterns, including a comparison with “While” and a sequence using “then,” but control is inconsistent. The opening has subject–verb disagreement in “The two pie charts compares,” and “between 2000 to 2010” uses an incorrect preposition pattern. In “This figure then rise sharply,” the verb form does not match the past-time description. The sentence beginning “While” is also incomplete, and the final sentence is unfinished, so the reader cannot follow the intended comparison. Most sentences are simple, with limited evidence of accurate complex structures. Practise past-tense reporting and complete clauses, then proofread agreement, prepositions, and punctuation.

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