Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie charts illustrates the percentages of english students at certain university, who were able to speak different languages, for the years 2000 and 2010.

Overall, the proportion of english students, who can not speak foreign languages has increased. Whilst the proportion of students at same university, who spoke in spansih or french language has diminished.

Firstly, in England's university 30% of learners spoke no other language during 2010, which then increased by 5% of students 10 years later. Moreover, there were 20% of scholars who were able to speak in Spanish in 2000, but by 2010 the percentage of learners speaking in that language halved.

Furthermore, 15% of students at university could speak in French in the year 2000, but the percentage dropped by 5% in 2010 census. The proportion of university students who spoke in German was recorded to be 10% throughout the 10 years period. Whils

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main contrast that the share speaking no other language rose, and you accurately report the Spanish, French and German figures. However, the overview says the share speaking Spanish or French diminished, while the response does not summarise the increases in “another language” and “two other languages,” which are important features. There is also a significant data error: you state that 30% spoke no other language in 2010, then say this increased by 5%; 30% is the 2000 figure, and the 2010 figure is 35%. The response ends mid-sentence (“Whils”), leaving the comparison incomplete. The task is therefore only partly covered, with some key information omitted or misreported. The response is also one word below the required minimum.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview and two detail paragraphs. Sequencing words such as “Firstly” and “Furthermore” help signal the move between comparisons, and the reader can generally follow the discussion of the figures. However, the progression is incomplete: the final paragraph stops at “Whils,” so the last point is unfinished, and the increases in the two remaining categories are not integrated into the account. Some linking is mechanical, and the overview’s “Whilst” construction is left without a balanced continuation. To improve, organise the details into clear comparisons between the two years and ensure each paragraph reaches a complete point before moving on.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “proportion,” “percentage,” “halved” and “recorded,” and the meaning is usually clear. However, several choices are inaccurate or unnatural for this chart description: “english students” is not the same as British students, “spoke in Spanish” is an awkward collocation, and “2010 census” is not an appropriate description of the chart. “Spansih” is misspelled, and the unfinished “Whils” also affects the presentation. The repeated use of “students,” “learners” and “scholars” does not always add precision. Aim for accurate, consistent terms such as “British students” and “could speak Spanish,” and use neutral chart-reporting language.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including a relative clause in the opening and a contrast introduced by “Whilst.” Most of the intended comparisons can be understood, but there are recurring problems with sentence construction and control. The opening has subject–verb disagreement (“The pie charts illustrates”), and “who can not speak” shifts tense from the past reporting period. The sentence beginning “Firstly” also has an unclear time relationship: “during 2010, which then increased” makes the increase sound as though it happened within that year. In addition, the final “Whils” leaves a sentence fragment. Use past forms consistently for the chart years, check agreement, and make each comparison a complete sentence.

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