Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie charts illustrate the percentage of British students those are able to speak language other than English in 2000 in comparison to year 2010

Overall, number of students in Britain who speak Spanish in year 2000 was 20% and those who speaks French was 15% in 2000. However, in year 2010 there is combined proportion of Spanish and French in year 2010 of 20%

Moreover, the proportion of individuals who speak not any other language was hiked from 30% to 35% and there is also spike of percentage in group who's medium of communication is another language

Additionally, if we look upon the percentage of individuals who has command on two other language we can see there is a uptrend from 10% to 15% from year 2000 to 2010. There is also a point of common intention in both charts that is, the numbers of subjects who speak German is unchanged in both charts

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several relevant comparisons, including the rise in students speaking no other language (30% to 35%), the increase in those speaking two other languages (10% to 15%), and the unchanged German figure (10%). However, the overview is not clearly stated, and the response does not systematically summarise the main pattern across both charts. The claim that the combined proportion for Spanish and French was 20% in 2010 is accurate, but it would be clearer to report that each category fell to 10%. The increase for “another language” is mentioned without figures, while the substantial rise in this category (15% to 20%) could be made explicit. A clearer overview and fuller, more precise comparisons would strengthen the report.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from Spanish and French to other categories, and paragraph breaks help distinguish the introduction from the comparisons. Linking expressions such as “Moreover” and “Additionally” show an attempt to connect points. However, the progression is not consistently clear: the opening comparison is followed by a sentence that combines two categories, and later details are added one by one without a strong overview or grouping. Some transitions feel mechanical, and “there is also a point of common intention” makes the relationship between the German figures difficult to follow. Organise the body by grouping increases, decreases and unchanged figures, and use clearer references to the two years to make the comparisons easier to track.

Lexical Resource: Band 5.5

You use some relevant chart vocabulary, including “proportion,” “percentage,” “spike,” and “uptrend,” and the main categories are generally identifiable. However, several choices are inaccurate or unnatural for a formal data report. “Hiked” and “spike” suggest a sharp or dramatic change, while the figures show modest increases; “medium of communication” is an awkward way to describe language ability. Phrases such as “point of common intention” do not convey the intended comparison clearly. There is also repetition of “percentage” and “individuals.” Aim for precise, neutral terms such as “increased,” “declined,” “remained unchanged,” and “the proportion of students,” while checking collocations before using less common expressions.

Grammatical Range and Accuracy: Band 5.0

You attempt a range of sentence forms, including clauses beginning with “who” and conditional framing such as “if we look upon,” but control is inconsistent. Errors include “students those are able,” “those who speaks,” and “individuals who has,” where relative-clause structure and subject–verb agreement are faulty. The opening also lacks a full stop, and “in 2000 in comparison to year 2010” has an incomplete article and awkward sentence construction. Some sentences are long and joined in ways that obscure the comparison. Practise accurate simple comparison sentences first, then add subordinate clauses while checking agreement, articles and punctuation. More consistently controlled sentences would make the data easier to understand.

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