Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The chart below show the proportions of British students one universty in England and show the table to speak the languages of No other language, French language, German only, Spanish only, Another language, Twop other language in addition to english the year of 2000 to 2010.
First of all, Shows the percentage of British students able to speak languages other than english language the year 2000. The highest language show the 30 percentage No other language, French and Another language show the same 15$, German only show the language 10%, Spanish only show the language show the 20% language, and the Two other languages show the percentage 10 percent.
Secondly, shows the % of british students able to speak language other tahn english show the chart the year of 2010. The highest percentage the language of No other language show the percentage of 35% , French only show the 10% and spanish same percentage 10%, Germany show the percentage 10 percent, Another language show the percentage of 20% and the last language the name of two other language show the 15%.
Overall, the highest percentage the no other language.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
You identify both years and report several figures accurately, including 30% for students with no other language in 2000, and the 2010 figures of 35% for no other language and 20% for another language. However, the response gives only a limited account of the main changes: Spanish falls from 20% to 10%, while the share speaking two other languages rises from 10% to 15%, but these comparisons are not highlighted. The overview, “the highest percentage the no other language,” is incomplete and does not clearly summarise the overall pattern. Also, describing the charts as a “table” is inaccurate. To strengthen the report, provide a clear overview and compare the most notable increases and decreases rather than mainly listing categories year by year.
Coherence and Cohesion: Band 5.5
The response has a basic structure: an introduction, one paragraph for each year, and a brief concluding statement. “First of all” and “Secondly” help signal the shift between the two charts, so the reader can generally follow the intended order. However, progression is limited because the body paragraphs mostly list figures, and the final overview repeats one point without drawing the comparison together. Several sentences begin with incomplete patterns such as “First of all, Shows…” and “Secondly, shows…,” which disrupt the flow. Grouping the data by change—for example, languages that declined, increased, or stayed constant—would create a clearer line of development. Use linking phrases to express comparisons, not just to introduce the next year.
Lexical Resource: Band 4.5
You use relevant chart vocabulary such as “percentage,” “highest,” and “able to speak,” and the language labels make the categories identifiable. However, the range is basic and repetitive, with “show” and “percentage” used repeatedly, and some word combinations are unnatural, such as “the highest language show the 30 percentage” and “the language of No other language.” There are also spelling errors, including “universty,” “tah n,” and “Twop,” which reduce accuracy. Aim for more precise reporting verbs and comparison language, such as “accounted for,” “rose,” “fell,” and “remained unchanged.” Check spelling and use the chart categories consistently, for example “no other language” and “two other languages.”
Grammatical Range and Accuracy: Band 4.5
The response attempts to report information in several sentences, but grammatical control is weak and errors frequently affect clarity. The opening, “The chart below show the proportions,” has subject–verb disagreement and an incomplete description of what the charts present. Many later clauses omit a subject or verb, as in “French and Another language show the same 15$” and “the Two other languages show the percentage 10 percent.” Articles and sentence structure are also often missing or awkward, while the final sentence, “Overall, the highest percentage the no other language,” is not a complete sentence. Use a reliable pattern such as “No other language accounted for 30% in 2000,” then vary it with simple comparative structures. Proofread each sentence for a clear subject, verb, and complete meaning.
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