Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-18

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 illustrate the proportion of British student abel to speak in nine different sectors english in one university in England in 2000 and 2010.

Overall,The maximum student speak no other language in 2000,while,in 2010 the maximum student use no other language.Spanish and French two language are dicrease and another language and Two other languages are rise and German only are reamined unchaged .

Spanish language students are more then 20% speak in university,while French are more the 15% speak in 2000.In contrust 2010 Spanish are 10% fall and French also 5% fall.Here German language are 2000 and 2010 remaind unchange they have no chnage to speak at last 10 years

In deatail No Other language are 2000 are student speak 30, while 2000,Aother language are 15 % speak in student at university.By contrast 2010 no other language are rise by 5% and other another language are also 5% increase.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: the share reporting no other language is largest in both years and rises, while Spanish and French decline and the “another language” and “two other languages” categories increase. Several figures are also accurate, including 30% and 35% for no other language, and the unchanged 10% for German. However, some details are unclear or inaccurate: Spanish was 20% in 2000, not merely “more than 20%,” and the comparison that French fell “5%” should be expressed as a fall from 15% to 10% (five percentage points). The overview also repeats the no-other-language point and does not clearly summarise the full distribution. Report the categories and comparisons precisely, including the two-language group.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, moving from an introduction and overview to details about Spanish, French, German and the remaining categories. Linking expressions such as “Overall,” “In contrast” and “By contrast” help signal comparisons. However, progression is weakened by repetition: the overview says twice that no other language is the largest, and the final paragraph returns to figures already mentioned without a clear grouping. Some references are difficult to follow, particularly “Here German language are 2000 and 2010” and “other another language.” Organise the details into clearer comparisons—for example, declining categories together, then unchanged and increasing categories—and use complete, clearly connected sentences.

Lexical Resource: Band 4.5

You use some task-relevant vocabulary, including “proportion,” “increase,” “decrease” and “remained unchanged,” and you attempt to describe trends rather than simply list figures. However, the range is limited and several word-choice, word-form and spelling problems make parts difficult to understand. Examples include “nine different sectors,” “maximum student,” “dicrease,” “reamined unchaged” and “In contrust.” “Sectors” is not an appropriate label for the chart categories, and “maximum student” does not naturally describe a percentage. Use precise chart language such as “category,” “largest proportion,” “fell” and “rose,” and check spelling and collocations carefully. More accurate vocabulary would make your comparisons clearer.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer comparisons, including “Spanish and French … decrease and another language and Two other languages are rise.” This shows an effort to connect trends, but sentence structures and grammatical control are limited. Errors in agreement and verb forms occur in examples such as “The pie chart illustrate,” “students … are rise” and “German only are remained.” Articles, plurals and sentence boundaries are also inconsistent, as in “British student” and “Overall,The.” These problems sometimes make relationships between figures hard to interpret. Practise accurate present-tense descriptions of chart data and past-tense comparisons, and build longer sentences from correctly formed clauses joined with “while” or “whereas.”

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