Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-15

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 charts illustrate the proportions of British students at only educational institute in England who could be able to talk more languages in additionally to English over the period of decade, in 2000 and 2010.

Another language, no other language and two other languages slightly increased in a decade moreover German remain the same. Spanish and French declined but Spanish reduced by half.

Four types from given languages rose in the period no other language, another language and two other lamguages these all increased 5% first 30% to 35% second 15% to 20% and third 10% to 15% there is no other language wich was increased in this time.

Two languages impresively decreased one was Spanish wich became half from 20% to 10% in a 10 year of time second was French it reduse 5% from 15% to 10% but it was half than Spanish language it was impresive change.

Only German languge was remain stabel overall period of time

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main direction of change: the shares for “another language” and “two other languages” rose, Spanish fell by half, and German stayed unchanged. You also include several accurate figures, such as no other language increasing from 30% to 35% and French falling from 15% to 10%. However, the overview is not fully reliable: you say “Four types” rose, but only three categories increased; German was stable, and French and Spanish declined. The opening also describes a “period of decade” rather than clearly framing the two comparison years. To strengthen the response, give a concise, accurate overview of the largest categories and the contrasting trends, then report the figures without repeating or confusing the category count.

Coherence and Cohesion: Band 4.5

There is some organisation: the response begins with an introduction, gives a general summary, and then discusses increases and decreases in separate paragraphs. However, progression is weakened by repetition and unclear links. The increase paragraph repeats the same categories and figures already mentioned, and “there is no other language wich was increased” is confusing because it appears to contradict the preceding list. The phrase “Four types” also conflicts with the three categories that follow. Use a clearer structure: introduction, overview, then one paragraph for increases and one for decreases/stability. Choose linking words that show the relationship accurately, and avoid repeating the same point in multiple paragraphs.

Lexical Resource: Band 5.0

The response uses some relevant chart vocabulary, including “proportions,” “declined,” “increased,” and “remain the same,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, such as “talk more languages,” “in additionally to English,” “reduced by half,” and “impressive change.” Repeated use of “increased” and “decreased” also makes the account less precise. Spelling errors such as “lamguages,” “wich,” “reduse,” “languge,” and “stabel” are noticeable and can slow the reader. Build a more accurate set of chart expressions, for example “speak additional languages,” “rose by five percentage points,” and “fell to half its previous share.”

Grammatical Range and Accuracy: Band 4.5

The response communicates the broad comparisons, but grammatical control is inconsistent and sentence structures are mostly simple or faulty attempts at longer sentences. For example, “German remain the same” lacks subject–verb agreement, while “Only German languge was remain stabel” uses an incorrect verb construction. The opening sentence also has several problems in its structure: “at only educational institute” and “who could be able to talk” do not form natural, accurate patterns. Punctuation and sentence boundaries are also weak, particularly in the long sentence beginning “Four types from given languages rose.” Practise accurate past-tense reporting and build shorter, complete sentences before combining ideas with clauses.

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