Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-17
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 given graph illustrate the percentage of English students of a university situated in UK which are able to speak more languages along with English, between the year 2000 to 2010. The use of Spanish and French language is decreased in this ten year period, While there is an increase in students which are not able to speak any other language other than English.
In the year 2000, 20% of the students were able to speak spanish language and English as well. The proportion of students who speak german and any other two languages is 10%. 30% of the students are not able to speak any other language. 15% isthe ratio of students who speak French or any other language.
By the year 2010, 10% each is the ratio of students able to speak Fench, German and Spanish, 35% are not able to speak any other language. Moreover, 20% are capable to speak another tongue. There are also some students which are able to speak in two other languuages, having a ratio of 15%. Students which are not able to speak any other language increases in this gap.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.5
You identify the main overall changes: Spanish and French declined, while the share speaking no other language rose. Several figures are also reported accurately, including Spanish at 20% in 2000 and 10% in 2010, and no other language at 30% and 35%. However, the account is only partly complete and some details are unclear. In 2000, the 15% figure applies separately to French only and another language, but “French or any other language” blurs these categories. The opening also says students speak “more languages,” which does not clearly distinguish additional languages from English. Include a concise overview and compare the categories consistently across both years; this would make the key features more fully addressed and precise.
Coherence and Cohesion: Band 6.0
The response has a generally coherent three-part arrangement: an introduction and broad trend, followed by details for 2000 and 2010. This makes the two years easy to locate, and transitions such as “In the year 2000” and “By the year 2010” help signal the comparison. However, the progression is somewhat mechanical, and the final sentence repeats the increase in students speaking no other language, already stated in the introduction and in the 2010 paragraph. Some references are also unclear, particularly “15% is the ratio … who speak French or any other language,” where the reader cannot tell which chart categories are meant. Grouping comparable categories and using clearer references would improve cohesion.
Lexical Resource: Band 5.0
You use enough topic-related vocabulary to communicate the main information, including “proportion,” “percentage,” and “able to speak.” However, the range is limited and several choices are inaccurate or unnatural for describing charts. “The use of Spanish and French language is decreased” treats the languages as if their use itself were measured, while “another tongue” is an informal substitute for another language. There are also spelling errors such as “Fench” and “languuages,” and inconsistent capitalization of “Spanish.” Prefer precise chart language and check spelling carefully. For example, describe the proportion of students who could speak each language, rather than the “use” of a language.
Grammatical Range and Accuracy: Band 5.0
The response communicates its basic meaning, and it attempts some longer sentence forms, including a contrast introduced by “While” and a sentence beginning “Moreover.” However, the range is limited and errors occur frequently enough to make some sentences awkward or difficult to follow. For example, “The given graph illustrate” has subject–verb disagreement, and “which are able to speak” does not fit smoothly with the past-time comparison. The opening sentence also has an unclear structure, while “Students which … increases” has problems with both the relative clause and verb agreement. Use consistent past-tense forms for the two years and build shorter, controlled sentences before adding complex clauses.
See this exact question answered at other band scores. The same prompt compared across bands.
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