Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The chart illustrates proportions of British students one university in England who were able to speak different languages in addition to English, in 2000 and 2010.

Overall, highest percentage has of no other languages spoken which and lowest 10% which is similar to German language spoken by British students. Spanish has 20% language spoken by the British students, French and another language has similar percentage in 2000. However, in 2010 spanish, french and german language has similar speaking proportion. and extra 10% increase for another language. there is highest ratio for no other language spoken by students in both the years but 5% rise in no other language in 2010.

The highest British students able to speak languages other than English in 2000 is Spanish abut 20%. and 30% of British students can not be able to speak other language. However, French language can be spoked by British students around 15% similar to another language. Additionally, German and two other language speaks about 10% by students in 2000.

In contrast, 35% of British students are not able to speak other language and it compares that 5% is increased in 2010 in no other language. Spanish and French proportion can be decreased in 2010 about 10%. Furthermore, 20% another language is spoken by British students, and German percentage remains stable in both the years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: students reporting no other language formed the largest group in both years, rising from 30% to 35%, while German remained at 10%. You also report the key changes for Spanish, French and another language, so the response addresses the chart and includes relevant comparisons. However, some details are unclear or imprecise: “lowest 10%” does not distinguish the categories tied at 10% in 2000, and the overview’s claim that Spanish, French and German were similar in 2010 is not quite accurate because Spanish was 10%, French 10%, and German 10%—the equality is correct, but it could be stated more clearly. Develop the overview with precise category comparisons and avoid repeating the same 5% rise in the body.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, with an introduction, an overview and separate discussion of the two years. This helps the reader locate the main information. However, progression within paragraphs is uneven, and several ideas are repeated: the increase in students reporting no other language is mentioned in both the overview and the final paragraph. Linking is sometimes mechanical or unclear, particularly “However” where no contrast is established and the fragment beginning “and extra 10% increase.” Grouping the figures by changes across the years, rather than restating each year separately, would create a clearer comparison. Use complete sentences and more precise references so that each paragraph develops one connected point.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “proportions,” “percentage,” “remains stable” and “increased,” which allows you to describe the data. However, the range is limited and several phrases are unnatural or imprecise, such as “highest ratio,” “language spoken by the British students,” and “can not be able to speak.” Repeated use of “spoken” and “language” also makes the description less flexible. Choose concise terms for chart categories and changes, and check spelling and word forms: “Spanish” and “French” should be capitalised, while “abut” should be “about.” More accurate collocations would make the comparisons easier to understand without changing the factual content.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons introduced by “However” and “In contrast.” Nevertheless, errors in sentence construction and agreement are frequent enough to make some statements difficult to follow. For example, “Overall, highest percentage has of no other languages spoken” lacks a clear grammatical structure, while “French and another language has similar percentage” has subject–verb and article problems. The fragment “and extra 10% increase” also needs a subject and verb. Practise forming complete comparative sentences, such as “The proportion for another language rose by five percentage points.” Check articles, plural forms, agreement and punctuation, especially when joining clauses.

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