Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-20

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 bar charts compare the percentages of British learners at one of the institutes in England who were able to speak languages other than English in one decade.

Overall,it is clearly seen that the percentage of students who didnot want to speak any other language were higher during the given period.In contrast, there was little difference in percentages of learners who were able to other languages i.e. french,german etc.

In 2000,20 percent of students were try to speak Spanish language but,learners became half after the decade.While the students who were stick to their native language saw a slight rise,jumping from 30% to 35%.The number of individuals who were able to speak only German levelled off during the given period of time.

Bristish students declined in speaking French only over given period ,these were 15 percent in 2000 but became 10 percent and saw a decrease of 5%.There was a considerably increase in number of individuals who wanted to learn another language ,rising from 10% to 15% in 2000 and 2010,respectively.While the category of learners who were able to learn German only levelled off during both years.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant changes, including Spanish falling from 20% to 10%, French declining from 15% to 10%, and the no-other-language group rising from 30% to 35%. However, the overview is not fully accurate: saying there was “little difference” across other-language categories overlooks the notable shifts in Spanish and in “another language” and “two other languages.” There is also a key data error: “another language” rose from 15% to 20%, not from 10% to 15%; the latter figures belong to two other languages. The response reports some figures but does not clearly summarise the overall pattern across the charts. A more precise overview and careful checking of category values would make the report more complete and reliable.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure, moving from an introduction and overview to details about the two years, and it uses some linking expressions such as “In contrast,” “While,” and “rising from.” This gives the reader a general sense of the comparison. However, progression is not consistently clear: the final paragraph repeats the German comparison already made, and the discussion shifts between categories without a clear grouping or sequence. Some linking words are used awkwardly, particularly “While” at the start of a sentence that does not complete a contrast. Organise the details into a clearer pattern—for example, increases, decreases, and unchanged figures—and use references such as “this category” only when their meaning is unmistakable.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “percentages,” “declined,” “slight rise,” and “levelled off,” so the main comparisons can generally be understood. However, the range is limited and several word choices or collocations are inaccurate for describing chart data. Students do not “try to speak” Spanish in the chart; they “could speak” it, and “stick to their native language” is an informal and imprecise way to describe the no-other-language category. “Wanted to learn” also changes the meaning, since the charts show ability rather than intention. Spelling errors such as “Bristish” and inconsistent capitalisation of language names further reduce accuracy. Choose neutral, precise reporting language and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex sentences, including clauses introduced by “while,” and the overall meaning is usually recoverable. However, errors are frequent and sometimes make relationships between ideas difficult to follow. Examples include “Overall,it” and “but,learners,” where punctuation spacing and comma placement are faulty, as well as “students were try,” which has an incorrect verb form. The sentence beginning “Bristish students declined in speaking French only” also has an unclear grammatical subject, and “There was a considerably increase” uses an incorrect form after the article. Work on accurate past-tense reporting, sentence boundaries, and basic clause construction; then proofread punctuation and agreement.

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