Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The pie chart show how many students speak other languages rather than english at the university of england in 2000 and in 2010.

Overall, it can be clearly seen that most of university students speak english language. whereas, German and two other languages are less used by individuals.

The chart show there are 30 percent englandians who dont prefer to speak any other language in 2000. However, 20% individuals chose talk in spanish. In addition, 15 percent students of university of england speak french and one another language.But in 2010 intrest in no other languages were rised by 5 percent. whereas, spanish and french students were diclined by 5 percent or 10 percent but german were at the same althought two other languages were increased and reached at 15%.

Quite the opposite, the another language were rised and reached at 20 percent in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including the 30% with no other language in 2000, Spanish at 20%, and the 2010 figures for no other language and another language. However, the response only partially covers the main features. The overview says most students “speak english language,” which does not describe the chart accurately: it shows whether students spoke additional languages, and the largest category in both years was those speaking no other language. Some comparisons are also unclear or inaccurate; Spanish fell by 10 percentage points, not 5, while French fell by 5. German remained at 10%. The response is 6 words below the required minimum. A clearer overview and accurate, complete comparisons would strengthen the report.

Coherence and Cohesion: Band 5.0

There is some basic organisation: an opening sentence is followed by an overview and then details about 2000 and 2010. You also use linking expressions such as “However,” “In addition,” and “whereas.” Nevertheless, the progression is not consistently clear. The overview’s reference to German and two other languages being “less used” is not clearly connected to the main comparisons, and the final sentence repeats the point about another language already made in the preceding sentence. Some connectors are used awkwardly, particularly “Quite the opposite,” which does not express a clear contrast here. Group the figures by year or by changes between years, avoid repetition, and use linking words only where the relationship between ideas is clear.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing charts, including “percent,” “increased,” “declined,” and “at the same,” so the reader can understand the general topic. However, the range is limited and several word choices or collocations are inaccurate or unnatural, such as “students chose talk in Spanish,” “interest in no other languages,” and “German and two other languages are less used.” Spelling errors, including “intrest,” “diclined,” and “rised,” also make the writing less clear and polished. Use precise chart language such as “accounted for,” “the proportion,” and “percentage points,” and check spelling and word forms carefully. Avoid describing language categories as preferences or levels of use when the chart reports speaking ability.

Grammatical Range and Accuracy: Band 5.0

You attempt a few longer sentences using contrast and addition, for example, “However … In addition … But in 2010,” but control is inconsistent, and many sentences contain errors that can make the relationships difficult to follow. The opening has subject–verb disagreement (“The pie chart show”), while “the another language were rised” has problems with the article, agreement, and verb construction. There are also missing or inconsistent sentence boundaries and capitalization, as in “language.But” and the lowercase “whereas” after a full stop. Most structures are simple, with complex clauses often becoming faulty. Practise accurate past-tense reporting and agreement, and separate each comparison into a complete, clearly punctuated sentence.

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