Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

As demonstrated in the pie chart, most British students in 2000 can not speak languages other than English making their percentage to 30%. 20% students speak Spanish which makes spanish the second most spoken lanuage other than English.15% students speak French and the same percentage of students speak another language which can include any language other than the ones mentioned. 10% of the students speak German other than English and the last 10% speak two other languages instead on just one other than English. In 2010 these percentages have been changed, the pie chart below demonstrates that maximum students (35%) can speak no other language than their mother tongue English. 20% students speak languages other than French,German or Spanish.15% can speak two different languages other than English. 10% students speak Spanish and another 10% speak French only other than speaking English. The last 10% speak German only. So to compare, the 2020 students are depending more solely on just English now and the percetage of speaking French and Spanish has also decreased in 2010 students as compared to 2000 students. The percentage of German speaking students is constant in both pie charts. More students in 2010 can either speak two other languages or any other different language not mentioned in the key given.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report most of the chart categories accurately, including the rise in “No Other Language” from 30% to 35%, the fall in Spanish from 20% to 10%, and the unchanged German figure. You also identify the increase in students speaking another language or two other languages. However, the response lacks a clear, concise overview of the main pattern before listing details, and the opening claim that “most” students could not speak another language in 2000 is not accurate: 30% was the largest single category, but not a majority. The final reference to “2020 students” is also inconsistent with the charts. Focus the overview on the overall shifts and ensure comparisons are precise.

Coherence and Cohesion: Band 4.5

The response follows a broadly understandable order, describing 2000, then 2010, and ending with comparisons. This gives the reader a basic route through the information. However, the ideas are presented as one long paragraph, with no distinct overview or clear separation between the two years and the comparison. Linking phrases such as “In 2010” and “So to compare” help, but the repeated sentence pattern “X% students speak…” makes the report feel list-like, while “the pie chart below demonstrates” is an awkward transition. Use separate paragraphs for the overview and details, and group related increases and decreases so the progression is clearer.

Lexical Resource: Band 5.5

You use relevant chart vocabulary, including “percentage,” “speak,” “decreased,” and “constant,” and the reader can generally understand the categories being compared. However, the range is limited and some wording is repetitive or imprecise. “Can not speak languages” is less suitable than describing students as speaking “English only,” and “maximum students” is not a natural way to identify the largest category. There are also spelling errors such as “lanuage” and “percetage,” and inconsistent capitalisation of “Spanish.” Aim for more precise reporting verbs and varied expressions for proportions, while checking spelling and using the chart’s category labels consistently.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and comparisons, for example, “The percentage of German speaking students is constant in both pie charts.” However, sentence structures are mostly simple or joined with basic connectors, and errors recur in patterns that can make the report less smooth. Examples include “20% students speak Spanish,” which needs an article or a different construction, and “the 2020 students are depending,” where the year is incorrect and the verb pattern is awkward. Punctuation is also inconsistent, particularly around percentages and commas. Practise accurate comparative structures such as “the proportion rose from… to…” and check articles, verb forms, and sentence boundaries.

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