Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-21

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 chart shows that in 2000,ten percent of the total students of that university were able to study two other languages in addition to English.Twenty percent of the total students of university were able to speak only Spanish other than English.Meanwhile,fifteen percent of the total students of university were able to speak french only in addition to English.Ten percent of the total students were able to speak German only in addition to English.Thirty percent of total students were not abe to study any other language other than English.Fifteen percent of the total students of university were able to speak another language in addition to English.If we check the record of 2010,the percentage of british students that were able to speak no other language other than English was thirty five percent.Ten percent of total students were able to speak German only besides English.Twenty percent of total students were able to speak another language in addition to English.Fifteen percent of students were able to speak two other languages other than English.Ten percent of them were able to speak Spanish only and the same percentage has been recorded for students who were able to speak French only in addition to English.The percentage of total students that were able to speak no other language increases by five percent from 2000 to 2010.Likewise , percentage of students that were able to speak another language ,also increased by five percent.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report most of the chart’s figures accurately, including the rise in students speaking no other language (30% to 35%) and those speaking another language (15% to 20%). However, the response mainly lists categories year by year rather than selecting and highlighting the main comparisons. It does not clearly summarise the overall pattern: the proportion speaking no other language was the largest category in both years, while Spanish-only speakers declined notably from 20% to 10%. The opening also says students were able to “study” two languages, although the chart concerns languages they could speak. A concise overview of the key shifts, followed by selected supporting figures, would make the response more complete and focused.

Coherence and Cohesion: Band 5.0

The information is presented in a generally understandable order: you describe the 2000 figures, move to 2010, and then mention two changes across the period. Connectors such as “Meanwhile,” “If we check the record of 2010,” and “Likewise” help signal these transitions. However, the response is one continuous paragraph, and the repeated category-by-category listing gives it limited overall progression. Several sentences follow the same pattern, beginning with a percentage and “of the total students,” so comparisons between years are not brought together clearly. Organise the response into an introduction and overview, then group related comparisons—for example, declining language categories and increasing ones—to make the relationships easier to follow.

Lexical Resource: Band 5.0

Your vocabulary is sufficient to communicate the chart’s basic information, and phrases such as “in addition to English” and “percentage … increases” are relevant to the task. However, the range is limited and several expressions are repeated, especially “total students,” “were able to speak,” and “other than English.” Some word choices are inaccurate for the data: “study two other languages” describes learning rather than speaking, and “not abe to study any other language” is both misspelled and an imprecise description of the category. Use more varied, accurate chart language, such as “accounted for,” “rose,” “fell,” and “could speak no other language.” Check spelling and use “British” consistently with a capital letter.

Grammatical Range and Accuracy: Band 5.5

You communicate the figures through mostly complete sentences, and you attempt some variation with clauses introduced by “If” and “Likewise.” However, sentence structures are largely repetitive, relying on simple statements with the same pattern, so the range remains limited. There are also recurring issues with articles and sentence construction, as in “of university” and “of total students”; these need forms such as “at the university” and “of the total.” Punctuation and spacing are inconsistent, including missing spaces after commas in “2000,ten” and awkward spacing before commas in “Likewise ,”. Aim to combine related figures in controlled comparative sentences and proofread articles, punctuation, and spacing.

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