Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-27

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 given pie charts illustrates the percentage of British students in the university of London who could speak different languages other than English (as English was their native language) in the year 2000 and 2010. It can be clearly seen in the graphs that in 2000 Spanish and French was popular but after a decade they lose their popularity in London.

In the starting year of the given time, the Spanish and French were spoken by the 20% and 15% students. In 2010 this proportion fall 10% of Spanish an 5% percent of French. The pupils who could speak German only had the proportion of 10 percent in 2000 and it remained same for the next 10 years. If we talk about the percentage of yougesters with the two other languages and one another language which were not clearly identified, had the proportion of ten & fifteen, respectively in the starting of the century. Those unidentified languages gained the fame among students and had been learned more in 2010, the ratio was 15 percent of two other and 20 for another language. The increase was 5 percent in both.

on the other hand the youth who could speak only English had the the proportion 30 percent in the starting years of given time and with the passage of time the trend to not learning other languages became strong and reached the level of 35%.

Oveall, it can be seen that in the previous years the students were fond of learning new languages but with the advancing of time this interest became less.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main categories in both years and include several accurate comparisons: German remains at 10%, while “Another language” rises from 15% to 20% and “Two other languages” from 10% to 15%. However, there is a significant data error: French falls from 15% to 10%, not 5%, and the opening claim that Spanish and French “lose their popularity” is an interpretation rather than a chart feature. Your overview also says interest in learning languages became less, but this is too broad: the share speaking no other language rises from 30% to 35%, while both other-language categories increase. The response addresses the task, but some key features and the overall trend are not fully or accurately presented.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, moving from an introduction and overview to comparisons and a concluding statement. The figures are generally grouped by language, which helps the reader follow the account. However, progression is weakened by an unclear overview and by shifts such as “If we talk about…” and “on the other hand,” which do not always signal the relationship between the data accurately. The final overview repeats the claim that interest declined, despite the increases in the two categories for speaking multiple or other languages. Some references, including “Those unidentified languages,” are also imprecise because the chart categories are “Another language” and “Two other languages.” Clearer paragraphing and more precise linking would make the comparisons easier to follow.

Lexical Resource: Band 5.5

You use enough topic vocabulary to describe the charts, including “proportion,” “remained same,” “gained,” and “reached the level.” There are also attempts at less common expressions such as “with the passage of time.” However, several choices are inaccurate or unnatural for an academic report: “lose their popularity” and “gained the fame” describe popularity rather than the proportions shown, while “youngsters” and “pupils” are less suitable than “students.” “Unidentified languages” mislabels the chart categories, and “in the starting year” is an awkward phrase. Spelling and word-form slips such as “Oveall” and “yougesters” are noticeable. Aim for precise, neutral chart language and check collocations and spelling.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and complex sentences, including a relative clause in “students who could speak German only” and a contrastive construction beginning “on the other hand.” Meaning is usually recoverable, but grammatical errors occur across the response. Examples include subject–verb agreement in “The given pie charts illustrates,” tense and agreement in “this proportion fall,” and the incomplete comparison “In 2010 this proportion fall 10%.” Articles and plurals are also inconsistent, as in “spoken by the 20% and 15% students.” Some long sentences, particularly the one beginning “If we talk about the percentage…,” are difficult to control. Use shorter, complete comparisons and check verb forms, articles, and sentence boundaries.

See this exact question answered at other band scores. The same prompt compared across bands.

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