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 pie chart displays the ratio of British Students who can communicate in different laguages in ddition to English.

Overall, At start there were higher percent of students who can communicate in Spanish and Franch while after 10 years there were more percent of students who can speak other laguages. Despite of all this the percent of german speakers remained same.

In the year 2000 around 35% of students know the Spanish and French language while this number fell to 20% while reaching the year 2010.

Where as, the percent of students who can speak one or two other languages in 2000 was 25% this number of percentage increased to around 35%.

Despite the changes happened in other language speakers, the German speakers that was 10% there was no change showcased in those speakers they reamined static. While there was also a change observed in ratio of students who who cannot speak any other language rather then english this ratio also increased by 5%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main shifts: Spanish and French together fall from 35% to 20%, the combined “another language” and “two other languages” groups rise from 25% to 35%, German remains at 10%, and the no-other-language group increases by five percentage points. This gives the response a relevant overview and several accurate comparisons. However, the overview is not fully precise: it says Spanish and French were both more common at the start, but does not highlight that students speaking no other language were the largest group in both years. Some categories are also grouped together, so their individual changes are not reported. Develop the key features more clearly and distinguish the chart categories to make the summary more complete and precise.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, moving from an introduction and overview to comparisons of language groups. Phrases such as “Overall” and “Where as” signal the intended relationships between ideas. However, progression is uneven: the overview and body repeat several points, and the final sentence adds the no-other-language figure without integrating it into a clear comparison. Linking expressions are sometimes awkward or repetitive, particularly “Despite of all this” and “Despite the changes happened.” The long sentence about German speakers is difficult to follow because several ideas are joined without clear punctuation. Organise the body into focused comparisons and use simpler, more accurate transitions and sentence boundaries.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing charts, including “ratio,” “percent,” “increased,” “fell,” and “remained static.” This is enough to communicate the broad trends, but the range is limited and several choices are inaccurate or unnatural, such as “the ratio of British Students,” “more percent,” and “the changes happened.” Repetition of “students who can speak” also makes the description less precise. Spelling errors—including “laguages,” “Franch,” and “reamined”—are noticeable and can distract the reader. Aim for standard chart language such as “proportion,” “percentage,” “rose,” and “remained unchanged,” and check spelling carefully. Use category labels consistently, for example, “students speaking another language.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, and the main comparisons can generally be understood. However, complex sentences are often faulty, and errors occur frequently in articles, agreement, verb forms, and sentence construction. For example, “there were higher percent” needs a plural noun and article, while “the German speakers that was 10% there was no change” has unclear clause structure and agreement. Capitalisation and punctuation are also inconsistent, as in “Overall, At start,” and several sentences run together. Practise building accurate comparison sentences with a clear subject and verb, such as “The proportion of students speaking German remained at 10%.” Greater control of these basic patterns would make your meaning easier to follow.

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