Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-28

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 set of pie chart illustartes the percentage of british students who were able to speak other languages with english at on university in 2000 and 2010.

Overall, it is clear that the percentage of spanish and french students fall and other languages experience upward trends, while the perenctage of students who speak german remaind same.

To begin with, 30% percentage of british students who were not speaking other languages apart from english in 2000, which percentage rose to 35% in 2010. In 2000, 20% of british students were speaking spanish language and 15% of students were speaking french language in 2000, which proprotion decreased to

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the charts’ subject and give a relevant overview: Spanish and French decline, while the share speaking no other language rises and German remains unchanged. You also report the 2000 and 2010 figures for students speaking no other language accurately. However, the response addresses the data only partially: it stops while describing the French and Spanish comparison, and gives no figures or discussion for German, another language, or two other languages. The required minimum of 150 words is not met, which contributes to the limited coverage and under-development. To strengthen the report, complete the comparisons for all major categories and include a concise overview of the most notable changes, using accurate figures from both years.

Coherence and Cohesion: Band 5.5

The response has a basic, recognisable structure: an introduction, an overview beginning “Overall,” and a detail paragraph introduced by “To begin with.” This helps the reader follow the general direction of the report. However, the progression is incomplete because the final sentence breaks off after “decreased to,” leaving the comparison unfinished and the paragraph without a clear conclusion. Some linking is also repetitive, particularly the repeated use of “In 2000” and “which.” Organise the details into a complete sequence—for example, first compare the categories that declined, then those that increased or stayed stable—and use clear links such as “by contrast” or “whereas” to show relationships.

Lexical Resource: Band 5.5

You use some relevant chart vocabulary, including “percentage,” “proportion,” “upward trends,” and “remained the same,” so the topic is generally clear. However, the range is limited and several word-choice or spelling errors reduce accuracy, such as “percentage of Spanish and French students” when you mean the proportions speaking those languages, and “with English” in the introduction. There are also noticeable spelling errors, including “illustartes,” “perenctage,” and “proprotion.” Aim for precise, natural phrases such as “the proportion of students who spoke Spanish” and “the share speaking no other language.” Proofread carefully, and avoid repeating “percentage” when “share” or “proportion” would be more suitable.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and more complex comparisons, including “while the percentage … remained same” and a sentence using “which.” However, the complex sentence patterns are often faulty, and errors occur frequently enough to make parts of the report difficult to read. For example, “30% percentage … who were not speaking … in 2000” lacks a clear grammatical structure, while “which percentage rose” does not correctly connect the two clauses. Articles and verb forms also need attention: write “the percentage … remained the same,” and use “students who did not speak” for a past-time description. Practise building complete sentences with a clear subject and verb, then check agreement, articles, and clause connections.

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