Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-19

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 charts illustrate the percentage of british students who studied in england university and were able to speak other languages instead of english in the year 2000 and 2010.

Overall, maximum number of graduates spoke only english whereas, minimum spoke german in both years.

To start with, in 2000, graduaters spoke english the most while least spoken language was german and two other languages which were 10%. french and one another language had similar proportion in language spoken which was 15%. whereas, spanish was spoken by 20% of learners.

Furthermore, in 2010, the percentage of three languages were same which was 10% named- spanish, french and german. no other language had the highest proportion 35%. while, another language and other two language had percentage 20% and 15% respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two years and report several relevant proportions, including Spanish at 20% in 2000 and the 2010 figures for Spanish, French and German. However, the overview misreads the largest group: “maximum number of graduates spoke only english” is incorrect, as the largest category in both years was students reporting no other language, at 30% and 35%. German was not the sole smallest category in 2000, since two other languages also accounted for 10%. The response therefore only partially covers the main features, and some comparisons are unclear or inaccurate. It is also 21 words below the required minimum. Add a precise overview and explain the main changes, especially the rise in “no other language” and the fall in Spanish and French.

Coherence and Cohesion: Band 5.5

The response has a basic, useful structure: an introduction, an overview, and separate paragraphs for 2000 and 2010. This helps the reader follow the year-by-year account. However, progression within the paragraphs is sometimes disrupted by connectors such as “whereas” and “while” being used as sentence openings or attached awkwardly to the preceding point. The overview also does not clearly guide the reader because it gives an inaccurate main comparison. Some information is repeated, and the categories are listed rather than grouped into clear comparisons. Use complete sentences, connect related figures directly, and organise the body around the most important increases, decreases and unchanged proportions.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “proportion,” “similar,” and “highest,” so the topic is generally recognisable. However, the range is limited and several choices are inaccurate or unnatural: “graduates” and “learners” do not accurately describe the chart’s categories, while “one another language” and “other two language” are unclear. “Spoke only English” also confuses the no-other-language category with a language spoken. Spelling and capitalisation errors, such as “british,” “graduaters,” and “french,” further reduce control. Aim for precise labels from the chart, such as “students who spoke no other language” and “two other languages,” and use consistent language for reporting proportions.

Grammatical Range and Accuracy: Band 5.0

You attempt a few complex structures, for example “whereas” and “which were 10%,” but most sentences rely on simple patterns, and errors are frequent enough to make some relationships difficult to follow. In “Overall, maximum number of graduates spoke only english whereas, minimum spoke german,” articles are missing and the punctuation around “whereas” is faulty. The sentence beginning “french and one another language…” is followed by a fragment starting “whereas,” and the 2010 paragraph also contains fragments beginning “no other language” and “while.” There are problems with agreement and number in “the percentage of three languages were same” and “other two language.” Practise complete sentences with accurate articles, plurals and punctuation.

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