Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-13

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)

In the given charts, illustrate the proportions of British students who could speak other languages in addition to English, in 2000 and 2010

So, in the 10-year gap, we could analyze that the ratio of German speakers remained same for both charts. The number of French speakers has increased up to 5% in 10 years. And if we talk about the Spanish speakers, it decreased by 10%.

The ratio of not speaking any other language was already high in the year 2000 i.e 30%, we expected to decrease that ratio but indeed the ratio was increased by 5% in 2010. The ratio of speaking another language was 15% in 2000 and now in 2010 it's 20%, so it increaded by 5%.

There was another ratio about speaking alternative two languages, and the ratio for that was 15% in 2000, and in 2010 it's 20%, so it increased by 5%.

So, Overall we had increased speakers for French and German, but decreased speakers for Spanish.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant changes, including the unchanged German figure and the rise in students speaking another language. However, some key data are misreported: French fell from 15% to 10%, rather than increasing by 5%, and the two-other-languages category rose from 10% to 15%, not from 15% to 20%. Your final overview also says German speakers increased, contradicting your earlier statement that their proportion stayed the same. The response gives limited coverage of the chart and does not clearly summarise its main pattern: students speaking no other language remained the largest group, while Spanish declined and several other categories rose. Check each figure against the charts and give a concise, accurate overview before selecting comparisons.

Coherence and Cohesion: Band 4.5

The response is divided into paragraphs and generally moves from comparisons to a concluding statement, so the reader can follow its broad topic. However, progression is limited: the opening merely restates the task, and the repeated pattern of “The ratio…” makes the comparisons feel like separate notes rather than a connected summary. “So” is used repeatedly, while “And if we talk about” is conversational and does not create a clear link between data points. The conclusion also conflicts with the earlier statement about German speakers, weakening the overall flow. Organise the response around an overview and then grouped comparisons—for example, declining categories versus rising or unchanged categories—and use clear, varied linking phrases.

Lexical Resource: Band 5.0

You use relevant chart vocabulary such as “proportions,” “speakers,” “decreased,” and “increased,” and the main subject remains understandable. However, the range is limited and several expressions are repetitive or imprecise. “The ratio of not speaking any other language” is awkward for describing a chart proportion, while “alternative two languages” does not clearly express the category of students speaking two other languages. There are also noticeable spelling errors, including “increaded,” and the repeated use of “ratio” reduces precision. Choose standard data-reporting terms and name categories consistently; this will make comparisons clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt a few different sentence forms, including “The number of French speakers has increased…” and a longer sentence beginning “The ratio of not speaking any other language…”. However, the range is limited, and errors in sentence construction and punctuation are frequent enough to make parts less clear. The opening is a sentence fragment (“In the given charts, illustrate…”), and “we could analyze that” is an awkward construction. In “the ratio for that was 15% in 2000, and in 2010 it's 20%,” the tense shifts unnecessarily within a past-time comparison. The final sentence also uses “but” to contrast categories without a clear grammatical relationship. Practise complete introductory sentences and consistent past-tense reporting, and check punctuation and sentence boundaries.

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