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 chart below shows the informartion about how many number of british students at one university in england are able to speak other languages rather than english, in 2000 and 2010.

overall, it can be seen that most of students are not able to speak any other language in 2000 and this number increased in 2010.

first of all, 10% percent bof british students are able to speak two other languages other than english, moreover 15% of students are able to speak french only and also 145% are able to speak any other language , furthermore, 20% are able to speak spanish and 10% of britissssh student can speak german amnd lastly 30% of british student doen't speak any other language except english.

in addition, 15% of british students can speak two other languages in 2010. furthermore, 10% of students can speak spanish and french are also spoken by 10% british students. while 20% students can speak another languages, 35% of british student does not able to speak any other laanguage they are only able to speak english language

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant proportions, including the rise in students speaking no other language from 30% to 35%, and the fall in Spanish from 20% to 10%. However, the response only partly summarises the charts: it gives no clear comparison of the overall pattern beyond the opening overview, and the 2010 German figure is omitted. There is also a serious data error in “145%” for students speaking another language in 2000; the chart shows 15%. The overview that most students spoke no other language is accurate, but the main changes across categories are not brought together clearly. Select the key increases, decreases and unchanged figure, and check each number against the chart.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, an overview, and separate descriptions of the 2000 and 2010 figures. This gives the reader a general sense of the order of information. However, progression within the body is weakened by a long sequence of details joined with “moreover,” “also,” “furthermore,” and “lastly,” so the relationships between figures are not always clear. The 2010 paragraph lists values but does not compare them directly with 2000, and the final clause runs on without clear punctuation. Use two focused body paragraphs and organise them around meaningful comparisons, such as categories that rose, fell, or stayed the same.

Lexical Resource: Band 4.5

You use some relevant task vocabulary, including “speak,” “students,” “other language,” and “increased,” so the basic topic is understandable. However, the range is limited and several phrases are repetitive or imprecise, such as “are able to speak” and “can speak” throughout. There are also noticeable spelling and word-form errors, including “informartion,” “britissssh,” “laanguage,” and “another languages,” which reduce clarity and control. The phrase “how many number of” is also awkward for describing proportions. Build a small set of accurate chart-reporting expressions—such as “accounted for,” “the proportion of,” and “remained unchanged”—and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences linked with conjunctions, and the reader can usually identify the figures being described. However, the range is limited, and longer constructions are often faulty or difficult to follow. For example, “35% of british student does not able to speak” lacks the correct verb structure and agreement; “french are also spoken by 10% british students” has an incomplete article pattern; and the final sentence joins several ideas without effective punctuation. Capitalisation of sentence openings and language names is also inconsistent. Practise accurate comparative sentence patterns and subject–verb agreement, and divide long lists into shorter, correctly punctuated sentences.

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