Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie chart illustartes the precentages of British students at one particular university in England that who can speak english as well as forgien languages in 2000 and 2010.

Overall, student who speak no other language was the most significant proportion by far in both the years. Similar patterns can be observed for german, french and two other languages. However, percentage of student who speak spanish decreased over the peroid of time.

In 2000, no other language constituted the largest share, at 30% and this figure sharply rose to 35% in 2010, making up the highest figure in 2000 and 2010. Followed by, spanish ranks second, making up 20% in 2001 and slightly decreased to 10% in 2010. who speak german and two other languages recorded same share, at 10% in 2001. While, two other languages proportion increased by 5% in 2010 and percentage of students who can communicate in german remained unchanged.

French and another languages, 15% of students were able to speak another language and french in 2000 and figure for another language substantially rose to 20% in 2010, but proportion of french dropped to 10% in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main overall feature: students speaking no other language formed the largest group in both years, and you report its rise from 30% to 35%. You also cover the main changes in Spanish, French, and “another language.” However, accuracy is weakened by referring to 2001 instead of 2000 for Spanish and for the German/two-language figures. The overview also says German, French, and two-language patterns were similar, although French fell while the other two categories were stable or rose. Some comparisons are unclear, especially the sentence beginning “Followed by.” To strengthen the report, check every year and figure against the charts and give a concise, accurate overview of the key increases, decreases, and unchanged categories.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs of details. This gives the reader a basic route through the information. However, progression within the detail paragraphs is uneven, and some links make relationships difficult to follow. For example, “Followed by, spanish ranks second” is not a complete, well-connected sentence, while “French and another languages, 15%...” combines two categories in a confusing way. The final paragraph also shifts between French and another language without clearly separating their figures. Organise the details into clearer comparisons—for example, categories that rose or stayed stable, followed by those that fell—and use linking phrases only where they accurately show the relationship.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “constituted the largest share,” “proportion,” “remained unchanged,” and “decreased,” which helps describe chart data. There is also some variation in how you refer to percentages and groups. However, spelling errors such as “illustartes,” “precentages,” “forgien,” and “pero id” (intended as “period”) are noticeable, and several word combinations are unnatural or imprecise, including “sharply rose” for a five-point increase and “another languages.” Repetition of “percentage,” “proportion,” and “figure” also limits flexibility. Aim for accurate spelling and natural collocations, such as “the share rose by five percentage points” and “students speaking another language.”

Grammatical Range and Accuracy: Band 5.0

You attempt a mixture of simple and more complex forms, including “However” contrasts and clauses with “while,” but control is inconsistent. Errors in sentence construction include “that who can speak,” the fragment “Followed by, spanish ranks second,” and “While, two other languages proportion increased...” Agreement and articles are also problematic in “student who speak” and “the most significant proportion.” Tense and sentence boundaries need attention as well: “spanish ranks” shifts to the present, and the final paragraph joins several ideas without a clear grammatical structure. These errors sometimes make the intended comparisons hard to interpret. Build each comparison as a complete sentence, check subject–verb agreement and articles, and use past tense consistently when reporting the chart years.

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