Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-26
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 illustrates that the proportions of British studentss at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.
Overall, the graph give the information of student at one unviersity in England who were speak languages in addition to English, in 2000 and 2010. In 2000, the percentage of British Students able to speak languages other than English. The percentage of no other language was about 30 percent and the percentage of French language was about 15 percent. The percentage of German language was about 10 percent and the percentage of Spanish language was about 20 percent. The percentage of another language was 15 and the percentage of two other languages were about 10 percent.
In 2010, the percentage of no other language was about 35 percent and the percentage of of French language was about 10 percent. The percentage of German language was about 10 percent and the percentage of Spanish language was 10 percent. The percentage of another language was about 20 percent and the percentage of two other languages were about 15 percent.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
You report the figures for both years accurately, including the rise in “No other language” from 30% to 35% and the changes in Spanish, French and the other categories. However, the response mainly lists individual values rather than selecting and comparing the main features. The overview repeats the task description and does not identify the key pattern: students speaking no other language remained the largest group, while the share speaking Spanish fell and the “another language” and “two other languages” groups grew. The opening also says “studentss,” and the overview’s claim that students “were speak” languages is unclear. To strengthen the report, give a concise overview of the main trends, then group related comparisons across the two years.
Coherence and Cohesion: Band 5.0
The response has a basic structure: an opening, a general statement, and separate sections for 2000 and 2010. This makes the year-by-year information reasonably easy to locate. However, there is little overall progression from an overview to the most important comparisons, and the repeated pattern “The percentage of…” makes the report sound like a list. The overview does not guide the reader because it largely restates the prompt rather than summarising the data. Improve cohesion by grouping categories that rose, fell or stayed unchanged, and use clear links such as “by contrast” or “while” to compare years. Avoid repeating the same sentence frame for every figure.
Lexical Resource: Band 5.0
The vocabulary is sufficient to communicate the chart’s basic subject and figures, using relevant terms such as “percentage,” “French,” and “two other languages.” However, the range is limited and repetitive, especially through repeated use of “the percentage of.” Some word choices and forms are inaccurate: “the graph give the information of” is an awkward expression, and “studentss” and “unviersity” contain spelling errors. The phrase “French language” is less precise than the chart category “French only.” Use a wider set of accurate reporting expressions, such as “accounted for,” “rose to,” “fell to,” and “remained unchanged,” while keeping category labels faithful to the chart.
Grammatical Range and Accuracy: Band 4.5
Most of the report uses short, simple sentences, and the figures are generally understandable. However, grammatical control is inconsistent, with errors in agreement, verb forms and sentence construction. For example, “the graph give” should be “the graph gives,” while “who were speak languages” needs a form such as “who could speak other languages.” The overview fragment, “In 2000, the percentage of British Students able to speak languages other than English,” is not a complete sentence because it has no main verb. There is also a duplicated “of” in “the percentage of of French language.” Practise complete sentences and combine comparisons using accurate clauses, for example, “Spanish fell from 20% to 10%, whereas German remained at 10%.”
See this exact question answered at other band scores. The same prompt compared across bands.
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