Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-30

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)

Here, in this pie chart we can see the information aboute the british student at one university in england who were able to speak other languages in addition to english in 2000 and 2010.

The first pie chart show the information about how many british students were able to spoke in other languages in 2000.The majority of students spoke English language around 30%.The minority students spoke in German and two other languages around 10%.The 15% students spoke French and another language.At last, Spanish was spoke by ony 20% students.

The second pie chart show the information about how many british students were able to spoke in other languages in 2010.The majority of students spoke English language around 35%.The minority students spoke in German language around 10%.The 15% students spoke two other languages.French and Spanish was spoke by ony 10% students.At last, 20% students spoke another languages.

In the conclusion we can say that the number of people who spoke in English language in 2000 which is increase 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify both years and report several figures, including the 30% with no other language in 2000 and the 35% in 2010. However, the charts show students speaking no language other than English in these categories—not students speaking English as an additional language—so describing this as the “majority” who “spoke English” misreads the data. The overview is also limited: it should highlight that the no-other-language group increased, Spanish fell from 20% to 10%, and the other-language and two-other-languages groups rose. The final sentence is unclear and does not accurately summarise the overall changes. The response is 148 words, below the required 150; the 20 words copied from the prompt are excluded from the count.

Coherence and Cohesion: Band 5.5

The response has a basic, understandable structure: an introduction, one paragraph for each chart, and a concluding sentence. This helps the reader follow the year-by-year description. However, the progression is repetitive, with both chart paragraphs following almost exactly the same pattern and repeatedly using “The majority,” “The minority,” and “At last.” These links do not always clarify the relationships between categories. The conclusion also repeats an idea rather than drawing together the main comparisons, and its wording makes the change difficult to follow. To improve, organise the body around the most important changes between years, use clearer comparison links such as “by contrast” or “while,” and make the overview distinct from the detailed figures.

Lexical Resource: Band 5.0

You use a small set of relevant terms, including “pie chart,” “majority,” “minority,” and “another language,” so the basic topic is recognisable. However, vocabulary is repetitive and several choices are inaccurate or unnatural for describing the data. “Spoke English language” mislabels the category for students with no other language, while “spoke in other languages” and “another languages” are awkward or incorrect collocations. Spelling errors such as “aboute” and “ony” also reduce accuracy. Build a more precise range for chart reporting by using phrases such as “accounted for,” “the proportion of students,” and “the share who spoke two other languages.” Check spelling and use the chart’s category labels consistently.

Grammatical Range and Accuracy: Band 5.0

Most sentences use simple subject–verb patterns, and the reader can generally identify which year is being described. However, the range is limited, and frequent errors affect accuracy. For example, “The first pie chart show” and “The second pie chart show” need subject–verb agreement; “were able to spoke” uses the wrong verb form after “able to”; and “Spanish was spoke” has an incorrect passive form. The final sentence, “which is increase 2010,” is also grammatically unclear. Punctuation and spacing are inconsistent, including missing spaces after full stops. Practise accurate past-tense and passive constructions, and combine simple statements with controlled comparison clauses, such as “Spanish fell from 20% in 2000 to 10% in 2010.”

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.