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 pie chart illustrates the proportion of British students at university in England, it shows the other languages they are speaking in addition to english, in the year 2000 and 2010.

Overall, it represents that students had used Spanish language more in 2000 as compare to any other languages after english. While in 2010 students had spoken aother language more.

There are nine categeries are divided to explain the percentage of students who were using languages to communicate. In 2000 Spanish is used by 20% student and French and Another language was accounted for 15%. Althought German and other two languages was also noticed similar uses at 10% each.

In 2010 Spanish, German and French was reported at 10% respectively by among students. There was more then 20% students are using english as they recorded under no other language. However there were more then 35% students was still using english as they were accounted for no other language

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two years and report several relevant figures, including Spanish at 20% in 2000 and French and German at 10% in 2010. However, the response only partially summarises the charts: it gives no figure for 2010’s “another language” category, and the overview is inaccurate. Spanish was the largest named language category in 2000, but “another language” did not lead in 2010; no other language was the largest category, at 35%. The statement that more than 20% were using English also misreads the “no other language” category, which means they spoke no additional language. To improve, give a clear overview of the main shifts and compare the key categories accurately across both years.

Coherence and Cohesion: Band 5.5

The response has a basic structure: an introduction, an overview, and separate paragraphs for the two years. This helps the reader follow the general topic, and transitions such as “Overall,” “In 2010,” and “However” show an attempt to connect ideas. However, progression is weakened by unclear or contradictory statements, particularly the overview that says “another language” was spoken more in 2010, followed by a claim that more than 35% were using English. The final paragraph also repeats the no-other-language point rather than making a clear comparison. Organise the body around the main changes between years, and use linking words to show accurate contrasts rather than simply adding another statement.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportion,” “percentage,” “accounted for,” and “respectively,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations are inaccurate, such as “students had used Spanish language more,” “similar uses,” and “using languages to communicate.” “No other language” is also repeatedly paraphrased as “using English,” which changes the meaning of the category. Spelling errors such as “categeries,” “Althought,” and “aother” further reduce control. Aim for precise reporting language, for example, “the proportion who spoke Spanish” and “students who spoke no other language,” and check spelling before submitting.

Grammatical Range and Accuracy: Band 5.0

There are attempts to use both simple and more complex sentences, including the contrast beginning “While in 2010…” and the sentence starting “Although…”. However, sentence control is inconsistent, and errors often make the relationships between ideas difficult to follow. The opening joins two independent clauses with only a comma, while “French and Another language was accounted for 15%” has a subject–verb agreement problem. Other examples include “Spanish, German and French was reported” and “there were more then 35% students was still using,” where agreement and sentence structure are faulty. Use shorter, complete sentences when needed, and check subject–verb agreement, articles, and verb forms in each comparison.

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