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)

The bar chart compare the number of British students at one university in england who were able to speak more languages as well as english ,in between 2000 to 2010.

Overall Highest number of bristish students were able to speak No other language in between these years,While spanish face decline period in their speaker another language and Two othe language rise while german remain stable.

In 2000 30% British student were able to speak no other languages and in sligh up to 35% in 2010, spanish were on 20% slighlty drop on 10

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify two relevant features: the largest category was students speaking no other language, and Spanish declined. The figures you give for these are accurate: 30% to 35% for no other language and 20% to 10% for Spanish. However, the response is only 80 words, so it does not meet the 150-word minimum; the short length leaves most of the chart unreported. French fell from 15% to 10%, German stayed at 10%, and the “another language” and “two other languages” groups rose, but these comparisons are omitted. The overview also says Spanish declined “in their speaker,” which makes the trend unclear. To improve, cover the main categories and give a complete overview supported by accurate comparisons.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: an introduction, an overview, and then figures for 2000 and 2010. This gives the reader some sense of how the information is organised, and “Overall” signals a summary. However, the final paragraph stops partway through the comparison, so there is no clear progression through the remaining categories or a concluding comparison. Linking is limited, and the overview’s phrase “while spanish face decline period … another language and Two othe language rise” makes the relationships between trends difficult to follow. Use separate, complete paragraphs for the overview and detailed comparisons, and connect related changes with clear wording such as “whereas” or “by contrast.”

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “decline,” “rise,” “remain stable,” and “speak,” which helps convey the general trends. However, the range is limited and several word choices or forms make the meaning unclear: “face decline period in their speaker” is not a natural way to describe a fall in the proportion, and “sligh up” does not clearly express an increase. There are also noticeable spelling errors, including “bristish,” “england,” and “othe.” Use precise chart language and check spelling; for example, describe a category as “accounted for” a percentage and say that its share “increased” or “fell.”

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and a longer overview sentence, but grammatical control is inconsistent and the range remains limited. Errors occur in basic sentence construction and agreement: “The bar chart compare” needs a plural verb, while “30% British student were” needs an article or plural noun and a correctly formed sentence. The overview sentence joins several trends without clear grammatical structure, and the final line lacks a complete, well-punctuated comparison. Capitalisation and spacing around commas are also inconsistent. Practise accurate simple sentences first, then combine comparisons using controlled clauses—for example, “The proportion speaking Spanish fell from 20% to 10%, whereas the figure for German remained at 10%.”

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