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 given pie-graphs illustrate the percentages of the British students who were able to talk in different languagaes other than English. The given illustrations are showing the differences of amount of students in two different years, 2000 and 2010.

in year 2000, we can see that the 15% students can only speak French amd another langage but 10% can speak German language and two other lanaguages. The larger number of students that is 20%, speaks Spanish or 30% can speak no other language.

in sompariosn to the previous illustration, in 2010, number of students who cans speak Spanish, French and German is same, that is 10%. On the other hand 35% have no other language, two other languages and 20% can speak another language that is 5% more than 2000's results.

To summarise the charts we can see slight variations in amount of students in comaprison to two different years.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two years and report several relevant figures, including the rise in “no other language” from 30% to 35% and the increase in “another language” from 15% to 20%. However, the response only partially summarises the charts: it gives no clear overview of the main pattern, and the final statement about “slight variations” is too general to serve that purpose. There is also a significant misreading: in 2010, Spanish is 10%, French is 10%, and German is 10%, but your sentence groups these correctly while the earlier comparison is unclear. In 2000, Spanish is the largest language-only category at 20%, while no other language is the largest overall at 30%. Make these key comparisons explicit and organise the figures more accurately.

Coherence and Cohesion: Band 5.5

The response has a basic structure: an introduction, a paragraph for each year, and a concluding sentence. This helps the reader follow the broad time comparison, and phrases such as “On the other hand” and “in comparison” attempt to connect ideas. However, progression is limited because the figures are mostly listed rather than grouped into meaningful comparisons. The second-year paragraph also combines several categories in a confusing sentence, particularly “35% have no other language, two other languages and 20% can speak another language.” Use separate, clearly ordered comparisons and ensure each linking phrase expresses the relationship intended. A concise overview before the details would also give the report a clearer direction.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentages,” “illustrate,” “speak,” and “in comparison,” so the basic meaning is generally recoverable. However, the range is limited and several word choices or spellings make the report less clear, such as “languagaes,” “langage,” “sompariosn,” and “comaprison.” Phrases such as “amount of students” are also imprecise for describing proportions; “proportion” or “percentage of students” is more suitable. Repetition of “can speak” and “students” makes the account sound basic. Build a small set of accurate chart-reporting expressions, such as “accounted for,” “stood at,” and “increased by five percentage points,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including a comparison introduced by “On the other hand,” but control is inconsistent. Errors in sentence structure and agreement appear in examples such as “the 15% students can only speak” and “number of students who cans speak.” The sentence beginning “The larger number of students that is 20%” is awkwardly constructed, while “two other languages and 20% can speak another language” lacks a clear grammatical relationship between its parts. Capitalisation at the start of “in year 2000” and punctuation between ideas also need attention. Practise accurate subject–verb agreement and use shorter, complete sentences when reporting several figures; then add more complex comparisons once those patterns are secure.

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