Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-25
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 pie charts illustrate the percentages of British student who enrolled in England University.who ere able to speak languages other than english in 2000 and 2010
overall,30% students spoke no other language in 2000 and 35% in 2010 while the german language remain same in both years.
In 2000,no other language spoke by 30% students. and spanish reprensents 20% students spoken while 15% students spoken french and another language. on the other hand german and two other languages were spoken by 10% students
in 2010,35% students spoke no other language and 20% students spoke a another language where as two other languages were spoken by 15% students while 10% students spoke german ,spanish,french languages.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.0
You report several accurate figures, including the rise in students speaking no other language from 30% to 35%, the unchanged 10% for German, and the fall in Spanish from 20% to 10%. However, the overview is limited and does not clearly identify the main overall pattern: the no-other-language group was the largest in 2010, while Spanish declined notably. Some category descriptions are also unclear, particularly “another language” versus “two other languages.” The response is only 114 words, below the required 150, so the report is underdeveloped and does not give enough comparison or detail. To improve, provide a concise overview and compare the main increases and decreases across both years, using the chart’s categories precisely.
Coherence and Cohesion: Band 5.5
The response has a basic structure: an introduction, an overview, and separate paragraphs for 2000 and 2010. This helps the reader follow the year-by-year information, and “while” and “on the other hand” show attempts to connect comparisons. However, progression is limited because the overview repeats details that are then given again, and the final paragraphs mostly list figures rather than grouping related changes. Some links are awkward or unclear, such as “where as” and the transition into the 2000 details. Use a clearer overview followed by organised comparisons—for example, group categories that increased, decreased, or stayed the same—and use linking expressions accurately and sparingly.
Lexical Resource: Band 5.0
You use relevant chart vocabulary such as “percentages,” “spoke,” and “remain same,” so the topic is generally understandable. However, the range is limited and several word-choice, spelling, and collocation errors make the report less clear: “reprensents,” “students spoken,” and “a another language” are examples. The repeated use of “spoke” also makes the description sound basic, and “enrolled in England University” is not a precise way to describe the chart’s population. Aim for accurate, varied reporting language, such as “accounted for,” “the proportion,” and “students who could speak,” while checking spelling and avoiding unnecessary wording.
Grammatical Range and Accuracy: Band 4.5
Most sentences use simple structures, and the reader can usually identify the figures being reported. However, errors are frequent and sometimes make relationships between ideas difficult to follow. The opening contains a sentence fragment and faulty punctuation: “The pie charts illustrate … in 2000 and 2010” runs into “who ere able…”. There are also problems with articles, agreement, and sentence boundaries, as in “30% students,” “the german language remain same,” and “In 2000,no other language spoke by 30% students.” Try building complete sentences with a clear subject and verb, and check articles, plural forms, capitalization, and punctuation. A few accurate comparison structures would also add variety.
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