Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-12

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 two pie charts illustrate the proportions of British pupils at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

Overall, in both pie charts no other language in both years 2000 and 2010 was dominated. But in first pie chart British students able to speak Spanish language in 2000 which was minimal used language as compared to no other language during this year. Hence, in 2010, both spanish and French speak moderately.

In the first pie chart, Spanish language used by British students was 20% followed by 15% of French and 10% German language spoken by British students. As well as, 30% spoken no other language than English it is also dominant part of this pie chart and half of this utilized for one other language and 10% of this pie chart used for two other languages.

In the second pie chart of 2010, Both Spanish and French spoken moderately about 10% by students followed by 10% by German . As well as 35% of British students used no other language than English and it is also dominated in second pie chart and of 20% pupils used to spoke 20% of another language, or 15% students use two other languages .

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two charts and report several accurate figures, including the rise in “No Other Language” from 30% to 35% and the 2010 figures for “Another language” and “Two other languages.” However, the overview is unclear and partly inaccurate: no other language was the largest category in both years, not “dominated” in a way that explains the overall changes, and Spanish was not the smallest category in 2000; German and two other languages were both 10%. The claim that Spanish and French were spoken “moderately” in 2010 also misses the main trend that both fell. Some data are misrepresented, such as saying half of the 30% with no other language used one other language. Select the key changes accurately and summarise them clearly.

Coherence and Cohesion: Band 4.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for each year. This gives the reader a basic route through the information. However, progression is weakened by repeated points and unclear links. “No other language” is described as dominant in the overview and then repeated in both detail paragraphs, while “As well as” is used to join information that needs a clearer comparison. The overview’s “Hence” does not express a logical consequence, and the final sentence is difficult to follow because it combines several figures and categories. Grouping the main increases and decreases together, and using straightforward links such as “by contrast” or “while,” would make the comparisons easier to track.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportions,” “followed by,” and “dominant,” and the reader can generally identify the categories being discussed. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the data hard to interpret. For example, “Spanish language used” and “French spoken moderately” are not natural ways to describe proportions, while “half of this utilized” does not clearly identify the category or figure. “Dominated” is also repeated where “largest category” would be more precise. Focus on accurate reporting verbs and category labels, and avoid adding vague descriptions such as “moderately” when a percentage gives the information more clearly.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentence forms, and the response is usually understandable despite recurring grammatical problems. Several sentences have faulty structure or missing grammatical elements, as in “30% spoken no other language than English it is also dominant part” and “20% pupils used to spoke 20% of another language.” The overview also contains an unclear construction: “no other language in both years 2000 and 2010 was dominated.” Articles, verb forms, and sentence boundaries are not consistently controlled, and some long sentences join clauses without clear punctuation. Practise building complete sentences around a clear subject and verb, then check agreement, articles, and punctuation before combining ideas.

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