Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The graph chart compares the numbers of British students at one university in England who were able to speak many other languages in addition to English , in between 2000 and 2010.
Overall highest number of British students were able to speak in both years no other languages,followed by spanish language, french and another languages speaker were on same ratio.the lowest users of two and languages and german only.
No other language 30% british students speak in 2000, and then marginally increased in 2010 to 35% Followed by spanish 20% and 10% respectively decreased in 2010, french language were on 15% and jumped to 20%,Students used to speak 10% two other language and then increasead 15% while german remain same in these years.
meanwhile no other language increased and french also and spanish went below and german remain stable in these years.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 5.5
You identify the main overall pattern that the share speaking no other language was largest in both years, and you report several relevant figures, including 30% rising to 35% and Spanish falling from 20% to 10%. However, there are important inaccuracies: French fell from 15% to 10%, not “jumped to 20%,” and Spanish, rather than French, was the second-largest category in 2000. The overview also misstates the ranking of the smaller categories. The response is under the required 150 words, which limits the detail available to summarise and compare the charts. To strengthen the report, check every figure against the chart and give a concise, accurate overview of the main increases, decreases and unchanged category.
Coherence and Cohesion: Band 5.0
There is an attempt to organise the response with an overview followed by details, and linking phrases such as “Overall,” “Followed by” and “meanwhile” show awareness of how to connect information. However, progression is not consistently clear: the final sentence repeats trends already mentioned, while the main detail sentence combines several categories without clear separation. The overview’s ranking is also difficult to follow because the categories are grouped imprecisely. Punctuation and spacing around commas and full stops make some relationships harder to read. Use distinct paragraphs for the overview and comparisons, then group the figures logically—for example, categories that rose, fell or stayed unchanged—and avoid repeating the same trend.
Lexical Resource: Band 5.0
The response uses some task-relevant vocabulary, including “increased,” “decreased,” “remain same” and “ratio,” so the reader can recognise that you are describing changes in proportions. However, the range is limited and several choices are inaccurate or unnatural, such as “graph chart,” “speak in both years no other languages,” “lowest users” and “another languages speaker.” These expressions sometimes make the intended comparison unclear. Spelling errors such as “increasead” also reduce accuracy. Aim for precise chart language and natural collocations, such as “the proportion of students,” “the share speaking no other language,” and “remained unchanged.” Check spelling and use category labels consistently, especially “another language” and “two other languages.”
Grammatical Range and Accuracy: Band 5.0
You attempt both a longer comparison and shorter statements, but the range of sentence structures is limited, and errors are frequent enough to make parts of the report difficult to follow. For example, “No other language 30% british students speak in 2000” lacks a clear grammatical structure, while “french language were on 15%” has problems with agreement and sentence formation. Tense and verb forms are also inconsistent in “and then increasead 15% while german remain same.” Capitalisation and punctuation are unreliable, particularly where several clauses run together. Build sentences around clear subjects and verbs—for example, “The proportion speaking no other language rose from 30% to 35%”—and check agreement, articles and past-tense forms.
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