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 chart compared the proportion of British students able to speak languages english between 2000 and 2010.

overall, it is clear that, No other language accoaunted for the largest share in 2000. However, germany and two others language had the smallest share in 2000.while, no other language had the largest proportion in 2010.

In 2000, No other languages had the increased in 2000 at 30 %. it had the highest proportion in the during period also spanish made up incresed at 20%. In contrast, German only and two other languages had declined and it represented lowest proportion by 10% similar respectively.

In 2010, Germany spanish , french, accounted for the smallest share in 2010 by 10% . subsequently, no other languages had rose by 35% in the student able to speak language other than english. another language also laregst proportion at 20% students. However, two other languages had highest than german, french, and spanish by 15%

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main overall feature that “No other language” was the largest category in both years, and several figures are accurate: it rose from 30% to 35%, while Spanish fell from 20% to 10%. However, the report only partially selects and explains the key comparisons. For example, saying German and “two other languages” were the smallest in 2000 overlooks that French and “another language” were also at 15%, and the claim that German and two other languages “had declined” is inaccurate: both remained at 10%. The 2010 figures are mostly reported, but the overview does not clearly summarise the broader shift, including the growth in “another language” and “two other languages.” Compare the categories consistently across both years and distinguish unchanged figures from increases or decreases.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure, moving from an introduction and overview to separate descriptions of 2000 and 2010. This gives the reader some organisation, and time markers such as “In 2000” and “In 2010” help locate the information. However, progression within paragraphs is unclear, and several links are inaccurate or awkward. “In contrast” does not clearly connect the figures that follow, while “subsequently” suggests a sequence that the charts do not show. The overview also repeats the largest-category point rather than setting out the main changes. Group categories by whether they rose, fell or stayed the same, and use clear comparisons such as “whereas” or “by contrast” only when the relationship is precise.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportion,” “accounted for,” “largest share” and “represented,” so the topic is generally recognisable. However, the range is limited and several word choices or forms make the meaning less clear: “two others language,” “had the increased,” and “another language also laregst proportion” are not natural expressions. There are also noticeable spelling errors, including “accoaunted,” “incresed” and “laregst.” Use accurate category labels from the chart and choose straightforward reporting verbs consistently. For example, “accounted for 20%” or “rose to 35%” is clearer than the current phrasing. Proofreading spelling and collocations would make the information easier to follow.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer comparisons, but the range of sentence structures is limited and errors are frequent enough to interrupt reading. Verb forms are often faulty, as in “had the increased” and “had rose,” and the sentence “German only and two other languages had declined” does not accurately use a suitable tense for describing chart data. Sentence boundaries and punctuation are also inconsistent: the overview runs together after “2000,” and several sentences begin with lower-case words or contain misplaced commas. Articles, plurals and agreement are not consistently controlled, as in “the student able to speak language.” Practise clear present-tense reporting structures, such as “The figure for X rose from… to…,” and check each sentence for a complete subject and verb.

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