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)

pie chart illustrate information about the percentile of the students in England who can flurently speak langauges other than english. and in this essay we will compare and talked tge student numbers in percentage who can speak different languages in 2000 and 2010.

Well percentile of every language distinctively changed pver tge period. first if we discussed about spanish in 2000 almost 20 students out of 100 can talk in spanish while the number reduced to 15 percent in 2010 althoigh students who can speak french shares 15 percent of whole number in 2010 but same like spanish its numbers dcrease to 10 percent.

on the other side we get more students who shows up well in other languages. where like in 2000 students with no other languages shares 30 percent snd this number increase to 35 percent while students whi can speak german stay same in percentage 2000 and 2010 and with other two panguages show 5 percent higher rate than 2000 in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including the rise in “No Other Language” from 30% to 35%, the unchanged German figure, and the increase in “Two other languages.” However, the account is only partial and some key comparisons are inaccurate: Spanish falls from 20% to 10%, not 15%, and French is 15% in 2000 and 10% in 2010, rather than the figures and years stated. The category “Another language” also rises from 15% to 20% but is not clearly reported. There is no concise overview of the main pattern. Select the largest changes and state them accurately in an overview before giving supporting details.

Coherence and Cohesion: Band 5.0

The response has a basic sequence: an introduction, a discussion of Spanish and French, and then other categories. This gives the reader some sense of organisation, but progression is not consistently clear. Phrases such as “first if we discussed” and “on the other side” do not establish precise relationships, while the second paragraph combines several comparisons in long, loosely connected sentences. The opening also promises a comparison but does not provide a clear overview of the main trends. Use separate paragraphs for the overview and grouped details, and connect comparisons directly—for example, contrast the declining language-only categories with the categories that increased. Clearer sentence boundaries and more accurate referencing would make the organisation easier to follow.

Lexical Resource: Band 4.5

The vocabulary is sufficient to identify the chart’s subject and categories, with terms such as “percentage,” “reduced,” “increase,” and “stay same.” However, the range is limited and several word choices or collocations are inaccurate, including “percentile” for “percentage,” “shares” for “accounted for,” and “shows up well in other languages.” Frequent spelling errors—such as “flurently,” “langauges,” “pver,” and “panguages”—also make the writing less clear and weaken control of vocabulary. Aim for precise chart language, such as “the proportion of students who spoke Spanish fell,” and proofread carefully for spelling. Reusing the chart’s category labels accurately is preferable to attempting unclear paraphrases.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, but control is inconsistent. Several sentences contain faulty structures that make comparisons difficult to interpret, such as “first if we discussed about spanish” and “while students who can speak german stay same in percentage 2000 and 2010.” Tense and agreement are also unreliable: “pie chart illustrate” needs a plural subject and verb agreement, while “this number increase” should use a consistent past-tense form when describing the years shown. Punctuation and capitalisation are weak, with long sentences joined by “while” or “and” without clear boundaries. Build accurate simple comparison sentences first, then add subordinate clauses once the basic tense and sentence structure are secure.

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