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)

The chart illustrates the percentages of British students at one university in English who were able to speak languages other than English, in 2000 and 2010.

Most of the students speaks no other languages in both the years.Conversely, a relatively lower proportion than that speaks another language.Whereas,proportion of spanish and french speakers were reduced over a period of time.Moreover, the share of other two language speaking students surged in 2010.Whereas, german speaking people remained constant throughout the period.

For percentages, no other language shared the highest proportion of 30% in 2000 and their shares raised from 30% to 35% in 2010.Consequently, german speakers remain constant at 10% till the period given.Additionally, Spanish and french speaking students shares fell from

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including the largest category in both years, the rise in students speaking no other language, and the unchanged German figure. However, the response only partially reports the charts: it gives no complete comparison for the Spanish and French categories, and the final sentence stops at “fell from,” leaving an important detail unfinished. The overview also says “Most” students spoke no other languages, although this category was 30% and 35%, not a majority. The response is 119 words, below the required 150, which contributes to the limited coverage. Include the main changes for all categories and complete the comparisons with accurate figures.

Coherence and Cohesion: Band 4.5

There is a basic paragraph structure, moving from an introduction to a summary of trends and then to figures. The reader can follow the general topic, but progression is weakened by repeated or awkwardly placed linkers: “Whereas” begins two separate statements, and “Consequently” does not express a clear consequence before the German figure. The second paragraph also ends abruptly, so the comparison is not brought to a conclusion. Improve the sequence by giving a concise overview first, then grouping the figures into clear comparisons, such as categories that rose, fell, or stayed unchanged. Use linking words only when their logical relationship is clear.

Lexical Resource: Band 5.5

The response uses some relevant chart vocabulary, including “percentages,” “proportion,” “share,” “remained constant,” and “surged.” This gives you a workable range for describing trends. However, several phrases are imprecise or unnatural, such as “other two language speaking students,” “their shares raised,” and “in English,” which makes parts of the report less clear. There is also repetition of “speakers” and “proportion,” while the unfinished final comparison limits the vocabulary demonstrated. Aim for accurate collocations and concise category labels, for example, “students who spoke two other languages” and “the proportion increased.” Check spelling and capitalisation of language names, including Spanish and French.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and more complex links, but control is inconsistent. For example, “Most of the students speaks” has subject–verb disagreement, and “Whereas, proportion of spanish and french speakers were reduced” has problems with article use and sentence construction. The phrase “the share … raised” also uses an incorrect verb form, while “in both the years” is not grammatically natural. Punctuation and spacing around sentence openings are inconsistent, and the final sentence is incomplete. Practise forming complete comparison sentences with accurate subjects and verbs, such as “The proportion of students speaking Spanish fell from 20% to 10%.”

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