Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-09

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 represents the proportion of British students able to speak languages other than english in 2000 and 2010 at one university in england .

Overall, both pie chart compare the students speak language other than english in 2000 &2010 majority of student speak no other languages they only speak english 30 and 35 percentile respectively however, german is only language people speak constant in 2000 and 2010 it's holds 10% portion of pie chart .

first and formost, student speak spanish 20 percent in 2000 but in 2010 we saw some decrement approx 10 %.altough both french and another language able to speak by students are same proportion of pie chart in 2000 it holds 15% moreover, in 2010 we saw few increment in another languages approx 5% but in french saw a decrement of 10% in 2010.

the another portion of pie charts are german and two other languages in both languages we not saw any big fluctuation between both year first in German language we not saw any changes they have constant value in both they hold 10 % value but in two other languages we saw some increment 5 %in 2010 . moreover, last language was no other languages it cover high proportion of pie chart most childrens speak more in both year 2000 and 2010 it holds 30 and 35 percentile respectively

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: the share reporting no other language rises from 30% to 35%, while German remains unchanged at 10%. You also report the key changes accurately: Spanish falls from 20% to 10%, French from 15% to 10%, and another language and two other languages rise by five percentage points each. This covers the task’s main comparisons. However, the overview is not fully clear because it says “majority” speak no other languages, although this category is only 30% and 35%, not a majority. Some details are repeated, and the distinction between the categories could be explained more precisely. A clearer overview and more selective, accurate phrasing would make the report more complete.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, beginning with an introduction, followed by an overview and paragraphs describing changes. This helps the reader locate the main information. However, progression within paragraphs is uneven: the final paragraph repeats the unchanged German figure and the no-other-language figures already mentioned. Linking expressions such as “moreover,” “however,” and “first and foremost” are used repeatedly or do not always show the relationship between ideas clearly. Some references, including “the another portion” and “in both languages,” are difficult to follow. Grouping the declining categories together and the rising or unchanged categories together, while avoiding repetition, would create a clearer progression.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “proportion,” “decrement,” “increment,” “constant value,” and “fluctuation,” and the reader can generally understand the comparisons. However, the range is limited by repeated wording such as “we saw” and “speak,” and several choices are inaccurate or unnatural for describing data. For example, “majority” does not accurately describe categories of 30% and 35%, while “percentile” is not the appropriate term for these percentages. Phrases such as “the another portion” and “holds 15%” also reduce precision. Use a wider set of standard reporting verbs and collocations, such as “accounted for,” “declined,” and “remained stable,” and check spelling and word forms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and some comparisons are understandable, such as “student speak Spanish 20 percent in 2000 but in 2010…” However, complex sentences are often difficult to control, and errors in agreement, articles, verb forms, and sentence boundaries occur throughout. For instance, “both pie chart compare” lacks plural agreement, while “German is only language people speak constant” has missing articles and an incorrect verb pattern. Several clauses run together without clear punctuation, particularly in the overview and final paragraph. These errors sometimes make relationships between figures harder to follow. Practise accurate simple comparison structures first, then combine them with controlled clauses using “while” or “whereas.”

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