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 the percentages of the students who were able to speak languages other than English in 2000 and 2010. If we talk about Spanish, 20% of the students could speak in 2000 whereas 10% could be able to speak Spanish language in 2010. There is decrease in Spanish speaking students in the university. If we move forward and check for French, 15% of the students could speak French in 2000 where in 2010, this percentage slightly decreased to 10%. Also, for German Language, 10% of British university students were able to speak in 2000 and it remain the same in 2010. There was no change in the students who could speak German in the university.

The chart also shows the students who could only speak English in 2000 and 2010. If we look into it 30% of students in 2000 and 35% of students in 2010 were only English speakers. There's a slight increase in case of only English during this time. There are other 2 languages who collectively were spoken by British students in the university 10% in 2000 and 15% in 2010. It can be seen that the increase in speaking of those languages. Also there's another language, which was spoken 15% in 2000 and 20% in 2010. If we more analyse the charts we come to know that learning and speaking languages like Spanish, French in British students of the respective university decreases between 2000 and 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report several figures accurately, including Spanish falling from 20% to 10%, French from 15% to 10%, German remaining at 10%, and the no-other-language group rising from 30% to 35%. You also cover the two-other-languages and another-language categories. However, the response lacks a clear, concise overview of the main pattern: the proportion speaking no other language was the largest category in both years, while Spanish and French declined and the other-language categories generally increased. The phrase “only English speakers” is understandable but should be tied explicitly to the chart’s “no other language” category. Some comparisons are repeated rather than synthesised, and the final claim about language learning is broader than the chart itself demonstrates. A more selective overview and clearer grouping of trends would strengthen the report.

Coherence and Cohesion: Band 5.5

The response is divided into two paragraphs and generally moves from Spanish, French and German to the remaining categories, so the reader can follow the basic sequence. However, progression is often mechanical: “If we talk about,” “If we move forward,” “If we look into it,” and “If we more analyse” repeatedly announce each point instead of linking comparisons efficiently. Several ideas are also restated, such as the unchanged German figure and the decrease in Spanish and French. The final sentence repeats earlier information rather than providing a distinct summary. Grouping the declining categories together, then the stable and increasing categories, would create a clearer overall progression. Use fewer conversational transitions and add a brief overview near the beginning to guide the reader.

Lexical Resource: Band 5.5

You use relevant chart vocabulary such as “percentages,” “decreased,” “increase,” and “spoken,” and the meaning is generally understandable. However, the range is limited and several expressions are awkward or repetitive, including “could be able to speak,” “There is decrease,” and “the increase in speaking of those languages.” “If we talk about” and “move forward” are conversational rather than suitable for a concise academic report. The repeated use of “students” and “speak” also makes the account less precise. Aim for standard data-reporting collocations such as “accounted for,” “rose to,” “fell to,” and “remained unchanged,” while naming categories consistently. This would make the description more natural and precise without requiring unnecessarily advanced vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt a mixture of simple statements and longer sentences, and the figures are usually expressed in a way that can be understood. However, errors recur in sentence construction and verb forms. For example, “There is decrease” needs an article, while “it remain the same” has incorrect subject–verb agreement and tense. The construction “10% of the students could be able to speak” combines two ways of expressing ability, and “where in 2010” does not form a clear comparison. Some sentences also have awkward clause structure, particularly “There are other 2 languages who collectively were spoken.” Practise concise comparative patterns such as “the figure fell from X to Y” and “the proportion remained unchanged.” More accurate control of these structures would improve clarity.

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