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 charts depicts the percentage of british pupils at insititute in England who are speak other languages other than english from 2000 to 2010.

By analyzing, it is evident that from the pie chart in 2000, british students who speak french only were 15% while in 2010, it was decrease and went up only 10%. In England, pupils who was speak no other language were 30% whereas after decade it was slightly rose and reached to 35%. In both years the propotion of children who were able to speak in german only were10%.

Moving further, in intial year the percentum of child who were speak spanish were 20 while it was halfed in 2010. In university the pupils who were talk in another language was 15%. In 2010, it was grow and went up 20%. In the last who was use two other languages were 10% whereas after nine years in 2010, the percentum was slightly increase and reached to 15.

Overall, in the both pie chart pupils who were speak no other language was highest and lowest one is german.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report several key figures accurately, including French only (15% to 10%), no other language (30% to 35%), German only (10% in both years), and Spanish (20% to 10%). You also identify the rise in the “another language” and “two other languages” categories. However, the overview is not fully reliable: saying German was the lowest category overlooks that German and two other languages were tied at 10% in 2000, while German was not the lowest in 2010. Some comparisons are also unclear, such as “it was decrease and went up only 10%.” To strengthen the report, give a clear overview of the main changes and describe each category precisely, without implying that students spoke a language when the chart only labels a category.

Coherence and Cohesion: Band 5.5

The response has a basic structure, with an introduction, two paragraphs of comparisons, and a concluding overview. Grouping several categories together helps the reader follow the figures, and phrases such as “In both years” and “Moving further” signal transitions. However, progression is sometimes mechanical, and the final overview repeats information without resolving the inaccurate claim about the lowest category. References such as “it” are not always clear: in “it was decrease and went up only 10%,” the reader has to infer which figure is meant. Use more direct links between the years and categories, and organise the body consistently—for example, first describe categories that fell or stayed stable, then those that rose.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “reached,” “whereas,” and “in both years,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to follow. Examples include “percentum,” “halved” used as “halfed,” “pupils who were talk,” and “the last who was use two other languages.” Spelling and word-form errors such as “insititute,” “propotion,” and “intial” also reduce precision. Aim for standard reporting phrases and accurate category labels, such as “the proportion of students speaking another language” and “the figure rose to 20%.”

Grammatical Range and Accuracy: Band 5.0

You attempt a few longer sentence patterns, including comparisons with “while” and “whereas,” but control is limited and errors occur frequently. Verb forms and agreement are recurring problems: “students who are speak,” “pupils who was speak,” and “it was grow” are not grammatically formed. There are also errors in articles, prepositions, and sentence construction, as in “in the both pie chart” and “the lowest one is german.” These patterns can make the intended comparison harder to understand. Build accuracy first with clear past-tense structures, such as “the proportion fell from 20% to 10%,” and check subject–verb agreement and article use before adding more complex clauses.

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