Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-16
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 proportions of British studentes at one university in England who were able to speak other languages besides english, in the year 2000 and 2010.
It can be clearly seen that , 30% of the total students were speaking English in the year 2000. Which was increased by 5% in year 2010. While 20% of students speak Spanish. Whereas, 15% of studentes speak French and another languages in the year 2000. However, the studentes who speaks Spanish and French has been deeped in the year 2010 by approximately 10% respactively. However, the amount of students who speaks other language has been increased by 5% in the year 2010.
The lowest language spoken by students probabely would be German and other two languages which is approximately 10% in the year 2000. Moreover, the other two languages spoken by students in the year 2010 has show upward trend by approximately 15%. While, German speaking students remain same in the year 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You identify the two years and report several relevant figures, including the rise in “No other language” from 30% to 35%, and the unchanged 10% for German. However, the description is only partial and includes a key misinterpretation: the 30% in 2000 refers to students speaking no other language, not students “speaking English.” The overview is also unclear, and some comparisons are incomplete—for example, Spanish falls from 20% to 10%, while French falls from 15% to 10%, rather than both decreasing by approximately 10%. A clearer summary of the main shifts, followed by accurate comparisons across all categories, would make the response more complete and better grounded in the charts.
Coherence and Cohesion: Band 5.0
The response has a basic sequence: it introduces the charts, discusses several 2000 figures, and then mentions changes in 2010. This gives the reader some organisation. However, there is no distinct overview, and the progression between details is difficult to follow. Several linking words—“Whereas,” “However,” and “While”—are used repeatedly or connect ideas awkwardly; for instance, “Whereas, 15%...” does not form a complete contrast with the preceding sentence. The final paragraph groups German and two other languages as the lowest categories, although the figures are not consistently the lowest across both years. Organise the response into a clear overview and grouped comparisons, using links that show the actual relationship between figures.
Lexical Resource: Band 5.0
You use some task-relevant vocabulary, such as “proportions,” “remain same,” and “upward trend,” and the reader can generally identify the categories being discussed. However, the range is limited and several noticeable word-choice, collocation, and spelling errors reduce clarity. “Deeped” is not an appropriate way to describe a decline, and “the lowest language spoken” does not accurately describe a percentage category. There are also repeated misspellings, including “studentes,” “probabely,” and “respactively,” alongside inconsistent capitalisation of “English.” Aim for precise chart language and check spelling carefully; terms such as “accounted for,” “fell,” and “rose” would help you report the data more naturally.
Grammatical Range and Accuracy: Band 5.0
You attempt both simple and more complex sentence forms, but control is inconsistent, and errors occur frequently enough to make some sentences difficult to interpret. For example, “Which was increased by 5% in year 2010” is a sentence fragment, while “the students who speaks” has incorrect subject–verb agreement. The sentence beginning “However, the amount of students who speaks...” also has agreement problems and an awkward structure. Punctuation and spacing are inconsistent, including spaces before commas and full stops. Practise writing complete sentences with a clear subject and verb, and check tense and agreement—for example, “The proportion rose by five percentage points in 2010.”
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