Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The provided pie charts illustrate the percentage of British learners in a particular university in England who had ability to speak other languages in addition to their native language in two different years 2000 and 2010.
Overall, in 2000 majority students had no skill to speak other languages and only few students knew German and two other languages. In 2010, majority also did not know more languages and Spanish knew people decreased.
In 2000, 30% learners did not know any other language than English and in 2010 this percentage increased by 5%. In 2000, 20% students can spoke Spanish but in 2010 it is declined by 10% and same as 15% students knew french and in 2010 it was only 15%.
Percentage of to other languages was remain unchanged. Another language, in 2000 was 15% and it is grew and accounting 20%. In addition, German percentage in both mentioned years remained same.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify the two years and report several relevant figures, including the rise in students speaking no other language from 30% to 35%, the fall in Spanish from 20% to 10%, and the increase for another language from 15% to 20%. However, the overview is limited and partly unclear: “only few students knew German and two other languages” does not clearly summarise the main pattern, and the claim that Spanish-speaking people decreased is imprecise. There is also a factual inconsistency: French was 15% in 2000 and 10% in 2010, not 15% in both years. The response covers some key data but leaves comparisons underdeveloped; make the overview clearer and check each figure against the charts.
Coherence and Cohesion: Band 5.0
The response has a basic paragraph structure, moving from an introduction and overview to details about the two years. Some linking expressions, such as “Overall,” “In addition,” and “In 2000,” help signal the organisation. However, progression is not consistently clear: the overview combines several points without a precise comparison, and the final paragraph shifts between categories without a clear order. Phrases such as “Percentage of to other languages” make it difficult to identify which category is being discussed. Group the figures into clear comparisons—for example, categories that rose, fell, or stayed unchanged—and use accurate references so readers can follow each point.
Lexical Resource: Band 5.0
You use some task-relevant vocabulary, including “percentage,” “remained unchanged,” “increased,” and “declined,” so the main topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning unclear. For example, “had ability to speak” is less natural than “were able to speak,” while “Spanish knew people decreased” does not express the intended trend clearly. “Majority students” and “only few students” also need more natural phrasing. Aim for precise chart language and vary expressions for proportions and changes, while checking that each phrase refers clearly to a category.
Grammatical Range and Accuracy: Band 5.0
The response includes simple statements and attempts some more complex forms, such as “In 2000, 30% learners did not know any other language than English and in 2010 this percentage increased by 5%.” However, grammatical errors occur frequently and sometimes make the intended meaning difficult to follow. Examples include “who had ability,” “majority students,” “students can spoke,” and “Percentage of to other languages was remain unchanged.” These show problems with articles, verb forms, and sentence construction. Tense control is also inconsistent when describing past data, as in “students can spoke.” Practise building accurate past-tense comparisons and checking each sentence for a complete, correctly formed subject and verb.
See this exact question answered at other band scores. The same prompt compared across bands.
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