Band 5.5 IELTS Writing Task 1 Model Answer

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

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 circular pie chat illustrates the percentage pf british learners at one education insitution in england who were able to speak various languages in addition to english ,in between time period 2000 and 2010.

Overall, it is evident that there were categories throughout the given time period as no other language in 2000 remained the most dominant category, where as french in 2010 accounted for the smallest figure.

To commence, looking first at highest catgory no other language in 2000 recorded the greatest figure at 30% followed by spanish and french which stood at 20% and 15% .although both categories accounted for a significant proportion the gap between then was approximately 5%.by camparision another language and two other languages registed amore moderate value of 15% and 10% making it considerable lower than two leading categories.

Moving ahead, turning to remaing categories no other languages in 2010 recorded only 35%, while spanish had the lowest figure at 10% the remaining catergories are german only and two other languages which stood at 10% and 15% respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify some relevant features, including the 30% share for students speaking no other language in 2000 and the 20% and 15% figures for Spanish and French. However, the overview is incomplete and partly inaccurate: French was not the smallest category in 2010; Spanish and French were both lowest at 10%, alongside German only. The report also omits the 2010 figures for French and another language, and does not clearly compare the two years. Some statements are confusing, such as saying “no other languages in 2010 recorded only 35%.” To improve, give a clear overview of the main changes—no other language rose, Spanish and French fell, and the other categories were stable or increased—and support it with accurate comparisons.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and paragraphs that attempt to describe the two charts. Sequencing phrases such as “To commence” and “Moving ahead” help signal progression. However, the organisation is not consistently effective because the discussion moves between categories without a clear comparison of 2000 and 2010. The overview’s claim about French being the smallest in 2010 also conflicts with the later statement about Spanish, making the line of argument harder to follow. Some linking is mechanical, and long sentences joined with commas obscure relationships between ideas. Grouping the figures by increases, decreases and unchanged shares, then using clear comparisons, would make the progression more coherent.

Lexical Resource: Band 5.0

You attempt a range of report-style vocabulary, including “dominant category,” “accounted for,” “proportion” and “by comparison.” These choices show an effort to describe and compare data. However, spelling errors and inaccurate or awkward word choices are frequent enough to distract the reader: examples include “chat,” “pf,” “insitution,” “catgory,” “camparision” and “registed.” Some phrases are also imprecise, such as “categories throughout the given time period” and “making it considerable lower.” Use the chart’s category labels consistently and choose straightforward, accurate language for trends and proportions. Careful proofreading of spelling and word forms would make your vocabulary more effective and easier to understand.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including clauses introduced by “whereas” and “while.” However, control is uneven, and errors in sentence construction and punctuation sometimes make the meaning difficult to follow. For example, “Spanish and French which stood at 20% and 15% .although” contains a faulty connection between clauses, while “the remaining catergories are German only and two other languages which stood” shifts tense and has an unclear relative clause. Commas are often missing or misplaced, and several sentences run together. Practise building complete sentences with one clear comparison at a time, maintaining past tense when describing the charts, and checking clause boundaries and punctuation.

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