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)

if we compair the two persentage we see that in the year 2000 and 2010 the students who speaks no other languages and the ones speaking german only remains the same which is 10\

but we see that the level of students who speaks french and spanish the persentage from 2010 is lower from back then in 2000

in the contrary we remark that the students that speaks two other languages then english and who speaks other language the persatnge is higher then in 2000 wivh means that it devolope

so we can say that people and languages are developing by time and generations

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant comparisons: German-only figures are unchanged, French and Spanish decline, and the shares for another language and two other languages rise. However, the account is only partial and the overview is unclear. The statement that students speaking no other languages stayed the same is inaccurate: this proportion rises from 30% in 2000 to 35% in 2010. You also omit useful figures for most comparisons, and the conclusion that “people and languages are developing” is too general to summarise the chart. The response is 104 words, below the required 150, so there is limited space to select and explain the main features. Include an accurate overview and support each key trend with figures.

Coherence and Cohesion: Band 5.0

The response has a basic sequence: it compares unchanged categories, then declining categories, then rising categories, before giving a conclusion. Connectors such as “but” and “in the contrary” show an attempt to guide the reader through these contrasts. However, the whole response is presented as one paragraph, and the progression is not consistently clear. The opening sentence is difficult to follow because several categories and figures are combined, while “in the contrary” does not clearly introduce the intended contrast. The final generalisation also does not follow naturally from the chart details. Use a short overview followed by organised comparison paragraphs, and make each linking phrase express the relationship accurately.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “students,” “languages,” and “higher,” so the topic is generally understandable. However, the range is limited and several spelling and word-choice errors make the account less clear, such as “compair,” “persentage,” “persatnge,” and “devolope.” Phrases such as “lower from back then” and “the level of students” are not natural ways to describe changes in proportions. Aim for precise reporting language and accurate collocations, for example, “the proportion fell” or “the figure remained unchanged.” This would make comparisons clearer and reduce repetition of “students who speaks.”

Grammatical Range and Accuracy: Band 5.0

You attempt to link ideas in longer sentences, for example, “but we see that the level of students who speaks french and spanish…” However, the response relies on a narrow range of sentence patterns, and errors are frequent enough to make some relationships difficult to follow. Subject–verb agreement is inconsistent in “students who speaks,” and the opening sentence has an unclear structure around “the students who speaks no other languages and the ones speaking german only remains the same.” The phrase “the percentage from 2010 is lower from back then in 2000” also has faulty comparison structure. Practise clear comparative sentences with accurate agreement and punctuation, such as “The proportion speaking Spanish fell from 20% to 10%.”

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