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)

This pie Chart illustrate in past How many British Students can Communicate in other lanugauge rather then native Language In 2000 and 2010.

Overall in 2000 There is a majority students Like 30% who cannot speak any other lungage expect english and with time Passed this number increased to 35% students how can't speak other languages. However there is agood number of students who can Fluently speak spanish language along with english as well. this Pie chart clearly indicates this with going english become more famous and first language to speak. in 2000 there is a good number of peoples who can speak other lungauges but in 2010 this number goes very down around 70% student can speak spanish, french,german adn other lunaguge but in future this percenatge come to 30 to 40%. If we see in past there is a 15% student who are holding best grip on 2 different language but again in Future this percentahe fleuntley dcrease and come to 10%

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report some relevant figures, including the rise in students speaking no other language from 30% to 35% and the 15% figure for two other languages in 2000. However, the response only partially summarises the charts: it does not clearly compare all the main categories, and several statements misread or invent trends. For example, Spanish fell from 20% to 10%, rather than being described as a consistently strong or increasingly popular choice; the claim that the proportion able to speak other languages will fall in the future is unsupported because the charts show only 2000 and 2010. Give a concise overview of the actual changes and support it with accurate comparisons.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response, beginning with an introduction and then using “Overall” to present a summary. Some linking phrases, such as “with time passed” and “If we see in past,” also signal comparisons. However, the response is essentially one long paragraph, so the reader cannot easily distinguish the overview from supporting details. Ideas move abruptly from the no-language category to Spanish, then to a prediction about the future and two-language speakers. Repeated references to “in 2000” and “in 2010” do not create a clear progression, and some connections are difficult to follow. Use separate paragraphs for the overview and key comparisons, and group related categories together.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “majority,” “speak,” “language,” and “increased,” and attempts phrases such as “grip on 2 different language.” However, the range is limited and several word choices or spellings make the meaning difficult to interpret, including “lungage,” “lanugauge,” “peoples,” and “fleuntley.” Some expressions are also unsuitable for describing chart data: “fluently speak” and “best grip” are not supported by the figures, which show proportions rather than proficiency. Use precise category labels such as “students speaking two other languages” and verbs such as “rose,” “fell,” or “remained unchanged.” Check spelling and avoid informal or speculative phrasing.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and longer sentence forms, including a comparison using “However” and a clause beginning “who cannot speak.” Nevertheless, control is inconsistent, and errors in sentence structure, agreement, articles, and punctuation frequently make the message harder to follow. For example, “This pie Chart illustrate” has subject–verb disagreement, while “a majority students” is missing a necessary article or preposition. The long sentence beginning “in 2000 There is a majority” joins several ideas without clear punctuation, and tense use shifts between past and present. Practise writing shorter, complete sentences with consistent past-tense reporting, for example: “The proportion speaking no other language rose from 30% in 2000 to 35% in 2010.”

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