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 pie charts illustarte the proportions and comparing of british students who were able to speak addition languages besides english and students with english language only, statstics took place within a university in England between 2000 and 2010

Overall, in total the proportion of people with only english language has a significant popularity among other sections and followed with the spainsh language, regarding people with french language have less popularity.

Firstly, In 2000 english speaker occupy the the first place with a significant percentage of 30%, followed by spanish language with a percentage 20%, french and germany were less popularity among the university, and students with tow other language was rare with percentage of 10& only.

Secondly, In 2010 also english speakers have a significant percentage with 35%, french, germany and spanish were equal in statstics and percentages with some percentage of 10%, and student with another language a noticeable growth with 20%. regarding student with two other languages have the precentage of 15%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including the rise in students with no other language from 30% to 35%, and the 2010 figures for Spanish, French and German. However, the overview is not fully accurate: English-only students were not the largest group in either year; they were the “No Other Language” category, while the charts show language categories among students. The overview also misses the key changes: Spanish fell from 20% to 10%, while “another language” and two other languages increased. Some comparisons are vague, such as saying French and German were “less popularity” in 2000. Select the main trends accurately and distinguish the categories more clearly.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for 2000 and 2010. “Firstly” and “Secondly” help signal the year-by-year organisation, so the reader can follow the basic sequence. However, the overview does not clearly guide the comparisons that follow, and several details are grouped together without explaining their relationship. Repeated transitions such as “with a percentage” and “regarding” make the linking feel mechanical, while the final sentence is attached awkwardly to the preceding point. Use a concise overview that previews the main changes, then group comparable categories and connect them with clearer contrast language such as “whereas” or “by comparison”.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportion,” “percentage,” “significant,” and “growth,” and the reader can generally identify the categories being discussed. However, the range is limited and several word choices or collocations are inaccurate, which sometimes makes the meaning unclear. For example, “significant popularity” does not describe a chart proportion, and “english speaker” incorrectly suggests English speakers rather than students who speak no other language. “French and germany were less popularity” also uses the wrong form and an unclear comparison. Spelling errors such as “illustarte,” “statstics,” and “precentage” further reduce precision. Prefer direct chart language such as “accounted for,” “rose,” “fell,” and “remained unchanged,” and check spelling and word forms.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, and the year-by-year paragraphs make the intended comparisons understandable. However, the range is limited, and errors recur in sentence construction, agreement, articles, and punctuation. For example, “the proportion … has” shifts awkwardly from the past chart data to the present, while “english speaker occupy the the first place” has an incorrect verb form and duplicated article. The sentence beginning “french, germany and spanish were equal” also lacks a clear grammatical structure for presenting the figures. Capitalisation and comma use are inconsistent, especially after sentence openings such as “Overall” and “Secondly.” Build accurate past-tense sentences first, then add controlled comparisons using clauses with “while” or “whereas.”

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