Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-14

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 random pie charts explicit the information regarding British students at one university in England who were able to speak language other tahn English for one decade in 2000 and 2010. the data caliberated in percentage.

Overall, the maximum proportion of students who were not able to speak other language than English, and minimum percentage who were able to speak Spanish and Germanic language than English, While the percentage of another language remain same.

In 2000, 30% spoke no other language , while 15% students were able to spoke French only and another language . respectively. 20 % educators spoke spanish language, and 10% students in Britin able to spoke Germany and two other language.

On the contrary, in 2010 the higher percentage of students not able to spoke other language was 35%. Second highest students spoke another language was 20%, and who were students able to spoke Spanish, French and Germany were 10%. 15% tutees able to spoke two other languages.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including the rise in students speaking no other language from 30% to 35%, and the 2010 figures for another language and two other languages. However, the overview is unclear and includes an inaccurate comparison: Spanish and German were not the minimum categories in 2000, and the share speaking another language did not remain the same; it rose from 15% to 20%. Some details are also imprecise, such as saying students were “not able to speak” another language rather than reporting that they spoke no other language. To strengthen the response, give a clear overview of the main changes and compare the categories accurately across both charts, rather than relying mainly on separate lists of figures.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an introduction, an overview and separate paragraphs for 2000 and 2010. This makes the two years easy to locate, and phrases such as “On the contrary” signal a move to the second chart. However, progression is limited: the body paragraphs mostly list categories, and the overview does not clearly guide the reader through the main comparisons. Some linking is awkward or inaccurate, particularly “On the contrary,” which suggests opposition rather than simply introducing the later year. The sentence beginning “In 2000” also uses “respectively” without a clear, well-ordered pairing. Group related categories and use straightforward links such as “By comparison” or “Meanwhile” to make relationships clearer.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “proportion,” “percentage,” and “two other languages,” so the reader can generally identify the chart categories. However, the range is limited and several choices are inaccurate or unnatural, which sometimes makes the meaning difficult to follow. For example, “random pie charts” does not describe the visuals, “educators” and “tutees” incorrectly refer to the students, and “Germanic language” is not the chart’s category. Spelling errors such as “tahn,” “Britin,” and “caliberated” also reduce clarity. Use the chart’s labels consistently—“students,” “German only,” and “another language”—and choose precise reporting expressions such as “accounted for” or “the proportion speaking.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer sentences, but control is weak and errors occur frequently. Several verb patterns are incorrect, as in “students were able to spoke” and “students not able to spoke”; use “were able to speak” or “were unable to speak.” The overview contains a sentence fragment beginning “While,” and its clauses are not joined into a complete sentence. There are also problems with articles, plurals and sentence boundaries, for example “another language remain same” and the lower-case “the” after the opening sentence’s full stop. These errors sometimes make relationships between ideas unclear. Practise accurate past-tense reporting and build complete sentences before attempting longer comparisons.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.