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 presented pie chart illustrates the proportion os students, who were study in England and can speek other languages in addition to English, at one of the university drring the given period of 10 years from 200 to 2020. The unit is measured in percentage.

Overall, it could be seen that most of the student could only speak English as compared to German which have least percentage. While, spanish become at second position. however, French dominate at third position.

According to the pie chat, it is crystal clear, In 2000 30% of student speak English. Percentage of Spanish spoken was around 20%. French and other language spoken individuals was almost 15% collectively. Morever, only 10% student In ENgland university had ability to speak other two languages.

It is apparently seen that in 2010, English speakin student percentage increased by 55 to reach 35%. While, Spanish and French decreased by 55 and 105 respectively to reach 10% both. On the other hand increment was seen for other language in 2010 which jumped up to 20% from 155 in 2000.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the broad subject and include an overview, noting that the share speaking only English rose and that Spanish and French declined. However, several key details are inaccurate or unclear, which limits how fully the charts are reported. The 2010 figure for English-only students is 35%, not an increase “by 55”; Spanish fell from 20% to 10%, and French from 15% to 10%, not “by 105.” You also omit the unchanged German-only share and the rise in students speaking two other languages. The overview incorrectly says German had the lowest percentage: in 2000 it was tied with two other languages, and in 2010 it was the smallest category. Report the main comparisons accurately and distinguish English-only from speaking another language.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for the two years. This gives the reader some organisation, and phrases such as “Overall” and “On the other hand” signal relationships between ideas. However, progression within paragraphs is not always clear. The overview’s comparisons are difficult to follow, and the final paragraph combines several changes without consistently stating the starting and ending figures. Some linking words are used mechanically or inaccurately, such as “While” at the start of a sentence without a clear contrast. Group the categories by trend—for example, declines, increases, and unchanged figures—and use clear references to each year to make comparisons easier to track.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportion,” “percentage,” “increased,” “decreased,” and “reach,” so the topic is generally identifiable. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to interpret. For example, “English speakin student percentage” is not a natural way to describe the English-only category, while “French dominate at third position” does not clearly express the chart information. There are also noticeable spelling errors, including “speek,” “drring,” and “Morever.” Use precise chart language such as “the proportion of students,” “accounted for,” and “rose from … to …,” and check spelling and category labels carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt a few complex forms, including “While …” contrasts and the relative clause in the introduction, but control is inconsistent. Errors in sentence structure, agreement, articles, and verb forms occur frequently: “students, who were study” and “most of the student could” are examples. The sentence “French and other language spoken individuals was almost 15% collectively” also has unclear grammatical relationships, making the intended comparison hard to understand. Capitalisation and punctuation are inconsistent, particularly in “In 2000” and “however.” Build more reliable simple sentences before adding complex clauses—for example, “In 2000, 30% of students spoke no other language.” Then check subject–verb agreement, plural nouns, and tense consistency.

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