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 pie chart below illustrates in england who were able to speak other languages in addition to english from 2000 to 2010.

Very first,there are 5 to 6 languages that british students speaks other than english and the ratio of students who dont speak any other language was high.

Moreover,the amount of students who dont speak any other language 2000 is 30 and they are leading the pie chart.If we pay close attention there are 10 students who speak two other languages the name is not mentioned of those languages.The percentage of students who speak spanish is 20 and the second dominating language in this pie chart Furthermore,the students who speak french are 15 and who speak german are 10.Studentswho speak other languages are 15.

Overall,by the year of 2010 the pie chart has completely changed but the students who dont speak any other language are still are leading this pie chart with the amount of 35.The amount of students who speak another language has changed to 20.If we talk about the spanish and french there aount is 10 10 each and germany has also 10.The ratio of students who speak two other lanuages is 15.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report several accurate figures, including the 2000 shares for no other language (30%), Spanish (20%) and French (15%), and the 2010 figures for no other language (35%) and another language (20%). You also identify the main pattern that students speaking no other language formed the largest group in both years. However, the response only partially summarises the charts: it gives a sequence of figures rather than a clear overview of the main changes, and the claim that the chart “has completely changed” is too broad. Make the comparison explicit: Spanish and French declined, German stayed the same, while the other-language categories increased. Also clarify that the figures are percentages, not numbers of students.

Coherence and Cohesion: Band 4.5

The response has separate paragraphs and a broadly chronological structure, moving from 2000 to 2010. This gives the reader some sense of how the information is organised. However, progression is limited because most details are listed one after another, with little direct comparison between the years. Linking phrases such as “Moreover,” “Furthermore,” and “Overall” are used, but they do not always show a clear relationship between ideas; “Overall” introduces more figures rather than a concise summary. Some sentences also run together, making the sequence harder to follow. Group the information by important trends—for example, categories that rose, fell, or remained unchanged—and use clear sentence boundaries and references.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “ratio,” “speak,” and “leading,” and the reader can generally understand which categories you are describing. However, the range is limited and several expressions are imprecise or repetitive. “The amount of students” is not a natural way to describe proportions, while “the second dominating language” and “the pie chart has completely changed” do not express the data accurately. There are also spelling errors, such as “aount” and “lanuages,” and inconsistent capitalisation of English and country or language names. Use precise terms such as “proportion,” “share,” “category,” “increased,” and “declined” to describe the comparisons.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentences, and the main meaning is usually recoverable. However, the range of sentence structures is limited, and errors occur frequently enough to make some sentences difficult to read. For example, “the amount of students who dont speak any other language 2000 is 30” is missing a preposition and has an unclear structure; “there aount is 10 10 each” also lacks a clear grammatical construction. Subject–verb agreement is inconsistent in “students speaks,” and punctuation is often missing, especially where one sentence runs into the next. Practise forming complete comparison sentences, such as “The proportion speaking Spanish fell from 20% to 10%,” and check agreement, articles, and sentence boundaries.

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