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 pie chart illustrate the proportions of the British students at one university in English which are able to speak languages other than English in 2000 and 2010.

Overall, the majority of the British students were not interested to learn other language while the trend of french and spanish langauge declined over the period. Noticing some growth in germany language in 2010.

In 2000, 20% students could spoke spanish and 15% french while the trend of both languages fell down and each contributed 10% in 2010. Meanwhile, the percentage of German speaker remained same throughout the 10-years period. Furthermore, in 2000, only 10% British students can speak two other languages. By 2010, it slightly increased reached to 15%.

Turnnig to no other language, majority of British students were not interested to learn new languages. In addition, the trend to learn other language remained increased from 30% to 35% by 2010. Although,. only 15% students can speak one language in 2000 that increase to 20% in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the two years and report several key changes accurately: Spanish falls from 20% to 10%, French from 15% to 10%, German remains at 10%, and the figures for two other languages and another language rise. The overview also notes the increase in students reporting no other language. However, the claim that students were “not interested to learn” is not shown by the charts, which report ability rather than motivation. The overview’s reference to growth in German is also inaccurate. Some categories are described vaguely, such as “one language,” rather than named precisely. To strengthen the response, give a clearer overview of the main contrasts and describe the chart data without inferring reasons or attitudes.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and two detail paragraphs. It also groups several language categories together, which helps the reader follow the comparisons. However, progression is weakened by unclear or awkward links, including “Noticing some growth in germany language” as a sentence fragment and “Although,. only 15%...” where the punctuation and contrast do not work. “Turnnig to no other language” signals a new point, but the following sentence repeats the unsupported idea about students’ interest rather than developing the data. Use complete topic sentences, organise the categories consistently, and choose linking expressions that show the actual relationship between figures.

Lexical Resource: Band 5.5

You use relevant chart vocabulary such as “proportions,” “percentage,” “remained,” and “increased,” so the reader can generally understand the comparisons. However, several word choices and collocations are inaccurate or repetitive: “not interested to learn” adds an unsupported interpretation, “the trend of both languages fell down” is unnatural, and “one language” is imprecise for the chart category “another language.” Spelling errors such as “langauge,” “Turnnig,” and “germany” also reduce control. Aim for precise reporting verbs and category labels, and check spelling carefully. For example, describe a figure as “fell from” or “declined to,” rather than saying a trend “fell down.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons across the two years, and most of the intended meaning can be understood. However, errors in verb forms, agreement, articles, and sentence construction are frequent enough to limit accuracy. Examples include “The pie chart illustrate” (subject–verb agreement), “students could spoke” (incorrect verb form), and “that increase to 20%” (tense and agreement). The overview fragment “Noticing some growth...” is not a complete sentence, while “Although,. only 15%...” has faulty punctuation and clause structure. Practise forming complete sentences and use consistent past-tense reporting: for example, “The proportion increased from 15% to 20%.”

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