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 pie charts illustrates the proportion of the british students who are able to speak in different languages than english in one university in england in 2000 and 2010

overall,the majority of the students did not known any other languages.whereas, germany holds the same proportion of students in both years

In 2000, there was 30 % of students who only able to speak english and 10% less students was able to speak spanish in comparison of english.In the case of french and another language both holded the share of 15 % and 10% by rest of the students who speaks two more languages than english and students only speak in germany

In the next following year,the percentage of students comfortable in speaking english and another language increased with 5% in comparison of pervious year. only 10% students was available in unversity who can speak spanish, french and germany and students can speak more more than two languages was 15% only

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, the 35% in 2010, and the unchanged 10% for German. However, the response only partly fulfils the task because some comparisons are unclear or inaccurate. For example, “10% less students” for Spanish in 2000 is ambiguous, and the 2010 sentence groups Spanish, French and German together without clearly distinguishing their values. The overview notes the largest group and the stable German figure, but misses the key shifts: Spanish fell from 20% to 10%, while another language and two other languages rose. Select these main changes and report them precisely.

Coherence and Cohesion: Band 5.5

The response has a basic structure: an introduction, an overview, and separate paragraphs for 2000 and 2010. This gives the reader some sense of how the information is organised. However, progression within the detail paragraphs is uneven, and several links between ideas are difficult to follow. The phrase “In the case of french and another language both holded the share of 15% and 10%” does not make clear which figure belongs to which category. Likewise, “In the next following year” is an awkward transition, and the final sentence combines several categories without a clear sequence. Use a consistent order for categories and connect comparisons explicitly, for example by grouping increases, decreases and unchanged figures.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportion,” “majority,” “share,” and “increased,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the data harder to interpret. “Students comfortable in speaking” is not a natural way to describe language ability, while “available in university” does not convey the intended meaning. There are also spelling and form errors such as “pervious” and “unversity,” and repeated use of “students” and “speak.” Build a more precise chart vocabulary, using terms such as “accounted for,” “the proportion able to speak,” and “rose/fell from … to …” to report figures clearly.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentences, including a contrast with “whereas” and comparisons using “in comparison.” However, the range is limited, and errors occur frequently enough to make some relationships unclear. Examples include “the pie charts illustrates,” where the subject and verb do not agree, and “there was 30% of students,” where the sentence pattern is faulty. In “both holded the share,” the verb form is incorrect, and several clauses lack necessary articles or have unclear structure, as in “students who only able to speak English.” Capitalisation and punctuation are also inconsistent. Practise accurate sentence frames for proportions and comparisons, then check agreement, verb forms and sentence boundaries.

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