Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The given charts compare The proportions of british students at one university england who wewe able to speak other languages of addition to english in 2000 and 2010.Overall it is clear that no other language increast in 2000 to 2010.The decreased languages in 2000 german and two other languages and 2010 was spanish and frencch

In 2000 british student on other language was high speak for english at around 30 % . spanish was at around 20 %.The franch and another language was around at 15 %. The low speak for engish was german and two other languages at around 10%.

In 2010 british student speak than english highest for no other language around 35 %. Another language was at around 20%.The two other languages was around 15 %. The lowest speak than engish was spanish, french and garman at around 10 %.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report several key figures accurately: no other language rises from 30% to 35%, Spanish falls from 20% to 10%, and the “another language” category increases from 15% to 20%. You also identify the highest and lowest categories in each year. However, the overview is unclear: “The decreased languages” does not specify the overall pattern, and the claim about which languages decreased is incomplete. The response is also 15 words below the 150-word minimum; the eight words copied from the task prompt were not counted. Develop a clearer overview and explain the main contrasts across both charts, rather than relying mainly on lists of figures.

Coherence and Cohesion: Band 5.5

The response has a basic, useful structure: an introduction and overview are followed by separate paragraphs for 2000 and 2010. This makes the year-by-year information reasonably easy to locate. However, progression within the overview is difficult to follow, particularly in “The decreased languages in 2000 german and two other languages and 2010 was spanish and frencch.” Connections between points are also limited, and several sentences read as disconnected lists. Use clearer linking and comparison phrases, such as “by contrast” or “while,” and make each paragraph develop one main comparison. More precise referencing would also help readers understand which categories are being compared.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “proportions,” “around,” “highest,” “lowest,” and “%,” so the main data can generally be understood. However, the range is limited and several repeated or inaccurate expressions make the report awkward, such as “speak for english” and “speak than english.” Spelling errors—including “british,” “frencch,” “garman,” and “increast”—also reduce clarity and control. Choose accurate category labels and use natural reporting collocations consistently. For example, describe students as “able to speak” a language and say a proportion “increased” or “decreased.” Proofreading spelling and avoiding repeated wording would make the information easier to interpret.

Grammatical Range and Accuracy: Band 4.5

You attempt simple statements and some comparisons, and the reader can recover the broad meaning of most figures. However, sentence structures are very limited, and frequent errors in articles, agreement, word order, and sentence boundaries sometimes obscure the message. For example, “In 2010 british student speak than english highest for no other language” lacks a clear grammatical structure, while “The two other languages was around 15%” has a subject–verb agreement error. Capitalisation and spacing around full stops are also inconsistent. Practise building complete sentences with a clear subject and verb, such as “The proportion of students speaking two other languages was 15%,” and check agreement and punctuation throughout.

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