Band 5.5 IELTS Writing Task 1 Model Answer

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

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 charts distribute the proportions of British alumnis at specific university in England who were able to speak other languages in addition to English within given time frme from 2000 and 2010.

The first pie chart shows the percentage of students who are able to speak other than english in 2000. There are 30 % students who didn't speak other languages. Spanish speakers were 20% and 15% for french languages and another languages. About 10% alumni speaks two other languages also, 10% for german language.

The other pie chart gives information regarding percentage of british students who are able to communicate in other language apart from english in 2010. The french, german and spanish speakers were same at 10%. The distribution of students who knew french only 20%, furthermore 35% alumni who didnt speak other languages. Two language speakers were about 15%.

Overall. the pie charts showed clear evidence that french,spanish speakers were dropped in 2010 in compare to 2000, while two language speakers were inclined in 2010 in contrast to previous year data.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main overall changes: the share speaking no other language rises from 30% to 35%, while Spanish falls from 20% to 10%, and the two-language group increases from 10% to 15%. However, some figures and categories are misreported. In 2010, French-only is 10%, not 20%; the 20% figure belongs to “another language.” Also, “French, German and Spanish speakers were same at 10%” is inaccurate because French and Spanish declined, while German stayed at 10%. The overview is relevant, but it omits the rise in students speaking another language and does not clearly distinguish categories. More accurate selection and reporting of the key comparisons would make the summary more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, a paragraph for each year, and a concluding overview. This gives the reader a basic route through the information, and phrases such as “The first pie chart” and “The other pie chart” help signal the shift between charts. However, the overview comes last and repeats some details rather than synthesising the main changes. Connections within paragraphs are sometimes mechanical, as in “furthermore,” and the reference in “The distribution of students who knew french only 20%” is unclear. Grouping the figures by increases, decreases and unchanged proportions, then using clearer links between comparisons, would improve progression and cohesion.

Lexical Resource: Band 5.5

You use some task-related vocabulary, including “proportions,” “percentage,” “distribution” and “speakers,” so the topic is generally clear. There are also attempts at more formal phrasing, such as “clear evidence” and “in contrast.” However, several choices are inaccurate or unnatural: “charts distribute the proportions,” “British alumnis,” and “two language speakers” do not express the intended ideas precisely. Spelling and form errors, including “frme,” “english” and “alumni,” are noticeable, and “inclined” is not an appropriate way to describe an increase in a chart. Use standard chart language and check spelling and collocations to make the comparisons more precise.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, including a comparison with “while,” but the range is limited and errors occur frequently enough to affect clarity. For example, “There are 30 % students” is missing an article or quantifier, while “About 10% alumni speaks” has problems with the noun phrase and subject–verb agreement. The sentence “The distribution of students who knew french only 20%” lacks a clear grammatical structure, and “french,spanish speakers were dropped” uses an unclear passive construction. Tense and sentence boundaries also need attention, as in “Overall. the pie charts.” Practise complete, accurately formed comparison sentences and consistent punctuation.

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