Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

British students who are able to communicate in other languages rather than english in the year 2000 and 2010 are given in the charts. Both the graphs are illustrating the percentage of pupils who can speak other languages.

In the year, 2000 the circle graph representating 30% of scholars who are aware of just their native language which is english, while german language and other two languages are sharing equal proportion at 10% by students. Moreover French and an additional language also dividing equal percentage at 15% by british scholars, and 20% students able to speak Spanish

On the other hand, 2010 circle graph is depicting the highest proportion of students knew no other language than english is 35%, while students who can communicate in Spanish, French, and German sharing equal percentage of 10. 20% speakers are of another language, and 15% for two other languages. In conclusion both the graphs showing the changes happened over a period of 10 years in which people were trying to speak more languages

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You report most of the chart categories and figures accurately, including the 2000 shares for no other language, Spanish and French, and the 2010 figures for other and two other languages. However, the response is only partly successful as a summary because it mainly lists values rather than selecting and comparing the key changes. The clearest trends are that the proportion speaking no other language rose from 30% to 35%, Spanish fell from 20% to 10%, and the shares for another language and two other languages increased. Your conclusion, “people were trying to speak more languages,” is not fully supported: the proportion with no other language also increased, and the charts show reported abilities, not people’s intentions. State these overall patterns clearly in an overview.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, a paragraph for each year, and a concluding sentence. The transitions “Moreover” and “On the other hand” help signal relationships between points, and the information is generally presented in a sensible order. However, the year-by-year listing makes comparisons between the charts less direct, while the final conclusion introduces an interpretation that does not follow clearly from the figures. Some linking is also awkward, as in “Moreover French and an additional language also dividing equal percentage.” Grouping the categories by change—for example, decreases, increases and unchanged shares—would create clearer progression and make the comparison more cohesive.

Lexical Resource: Band 5.5

You use a reasonable range of chart-related vocabulary, including “proportion,” “percentage,” “communicate,” and “depicting,” and the reader can generally understand the categories being described. However, several choices are inaccurate or unnatural for this task. “Circle graph” is repeated where “pie chart” is the standard term, and “scholars” is not an appropriate substitute for “students.” Phrases such as “aware of just their native language” and “sharing equal proportion at 10% by students” obscure the intended meaning. There are also spelling and capitalisation slips, including “english” and “representating.” Aim for precise, conventional reporting language and use the chart’s category labels consistently.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentence forms, and the reader can usually identify the figures you mean. However, control is uneven, particularly in sentences that combine several categories. For example, “the circle graph representating 30% of scholars” lacks a correctly formed main verb, while “French and an additional language also dividing equal percentage” has no finite verb. Agreement is also inconsistent in “both the graphs showing,” and the opening phrase “In the year, 2000” is punctuated incorrectly. These recurring errors sometimes make relationships between figures difficult to follow. Practise complete subject–verb sentences, accurate verb forms and agreement; then use shorter sentences when reporting several values.

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