Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-29

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 diagram below illustrate's the section of a British students at one university in England who were capabale of speaking any language other than English in the year 2000 and 2010.

overall, in the year 2000 Spanish was the major language that students can spoke in addition to English for about 20% of the students. While just English speakers only remain dominant in about 30%. German and more than two languages remain same and at the lowest 10%each. French spoken students remain at 15%.

After a decade, the reuslts were completely different Spanish no longer remain the most spoken as it reduces significiantly from 30% to 10% having a change of 20%. Whereas, students who can only speak english their percentage also faces a moderate change of about 5% remainaing at 35% in total.German speakrs remain the same at 10% with no change while French speakers also had a decline in their percentage of about 5% standing at position of 10%. Students who can spoke any other language increased at 10% standing at 20% while people who CAN SPEAKE TWO LANGIAGE ALSO INCE

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several relevant features, including Spanish’s decline, the rise in students speaking another language, and the unchanged German figure. However, some figures are misreported: Spanish was 20% in 2000, not 30%, so the fall to 10% was 10 percentage points rather than 20. The overview also says Spanish was the major language and that English-only students were dominant, but does not clearly summarise the main overall shift: the share speaking no other language rose, while Spanish and French fell. The final comparison about students speaking two languages is cut off, leaving that category unreported. More accurate figures and a complete overview would make the response more fully address the chart.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: it introduces the charts, describes 2000, and then moves to 2010. Time markers such as “After a decade” and contrast words such as “Whereas” help signal comparisons. However, the progression is weakened by an unclear overview and by placing several separate data points in one long paragraph. The final sentence stops mid-comparison, so the discussion does not reach a clear conclusion. Some linking is also mechanical, and the relationship between clauses is not always clear, as in “Spanish was the major language… While just English speakers only remain dominant.” Organise the response into a clear introduction, overview, and two comparison-focused detail paragraphs, and complete each sentence.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “decline,” “increased,” and “no change,” which helps communicate comparisons. However, the range is limited and several word choices or collocations are inaccurate or awkward, such as “the section of a British students,” “remain dominant,” and “standing at position of 10%.” Spelling errors—including “capabale,” “reuslts,” “significiantly,” and “speake”—are noticeable and sometimes make the reader pause. The all-capital ending also looks unfinished rather than controlled. Aim for precise chart language and check spelling carefully; for example, use “proportion of students” and “accounted for” when reporting shares.

Grammatical Range and Accuracy: Band 5.0

There are attempts to combine ideas using subordinate clauses and contrast, but the range is limited and complex sentences are often faulty. For example, “Spanish was the major language that students can spoke” mixes tenses and uses an incorrect verb form, while “Whereas, students who can only speak english their percentage…” has an incomplete clause structure. Subject–verb agreement and sentence boundaries also need attention, as in “The diagram below illustrate's” and the long sentence beginning “After a decade.” These errors recur and can make comparisons difficult to follow. Use straightforward past-tense reporting consistently, and make sure each sentence has a clear subject and verb before adding comparisons.

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