Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-22

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 given chart elucidates information about percentage of students in university in England who were able to speak other languages .

Overall, it is clear that there are noticeable differences among the categories shown in chart

According to the chart first we have to look at fist those students who can speak other languages in 2000 there are 20 percent students who can speak spanish and 15 percent who can speak french 10 percent students who can speak german only and 10 percent students who can speak two other languages

Now look at second in 2010 students can speak 10 percent spanich and french and 10 percent students can speak german only 15 percent students can speak two other language and 35 percent students an only speak english they can not speak ant other language

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several relevant figures, including Spanish at 20% and French at 15% in 2000, and the 2010 figures for Spanish, French, German and students speaking no other language. However, the report is incomplete: it omits the 2000 group with no other language (30%) and the “another language” category in both years (15% and 20%). The overview, “noticeable differences,” does not identify the main trends, such as the rise in students speaking no other language and the fall in Spanish-only speakers. The response also contains 125 words, below the required 150, so there is limited space to select and explain the key comparisons. Include all major categories and a concise, specific overview.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: it introduces the charts, gives a general overview, and then discusses 2000 before moving to 2010. This helps the reader follow the broad direction of the report. However, the organisation is not developed into clear paragraphs, and the transitions “According to the chart first” and “Now look at second” sound mechanical rather than guiding a comparison. The final sentence combines several figures and ideas without clear separation, while the overview does not prepare the reader for the details that follow. Use a separate overview and organise the data into clear year-based or category-based paragraphs, linking changes directly—for example, contrasting Spanish’s decline with the increase in “another language.”

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “categories,” and “speak,” and the reader can generally identify the topic and several figures. However, the range is limited and repetitive: “students,” “speak,” and “other languages” recur, while “noticeable differences” is too general to describe the chart’s main trends. There are also noticeable spelling and word-choice errors, such as “spanich,” “fist,” and “ant,” which reduce accuracy and polish. Use precise chart language such as “accounted for,” “share,” “increased,” and “declined,” and name categories consistently (for example, “Spanish only” and “no other language”). Proofreading spelling and avoiding repeated phrasing would make the report clearer.

Grammatical Range and Accuracy: Band 4.5

The response communicates some basic information through simple clauses, but grammatical control is inconsistent and the sentence structures are very limited. Errors include missing articles and prepositions in “percentage of students in university,” and the opening clause “students who can speak other languages in 2000 there are 20 percent” lacks a clear grammatical connection between the group and its figure. The final sentence also shifts awkwardly between “students can speak” and “students an only speak,” making the relationship between the figures unclear. Punctuation is sparse, with several long sequences that need full stops or commas. Practise accurate comparative sentence patterns, such as “The proportion speaking Spanish fell from 20% to 10%,” and check articles, agreement and sentence boundaries.

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