Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-11-01

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 chart illustrate the proportions of British students at one university in England,who were able to speak other languages in addition to English between 2000 and 2010.

Overall,there is an varse difference between the language that is spoken by the students in England.Therefore students like to speak french and spanish than other language.

Regarding the pie chart spanish language represented the largest segment of 20%.This is followed by another Language and french with the same of 15%,which is the minimum language student spoke in university.While no other Language is the highest that is given in the pie chart which is 30 to 35 the% in both years.

Turning to the table two other language are spoken in both years with the decent percent whereas, french and spanish is basically sopken in between the students.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the topic and include an overview, noting that the “No other Language” category rose from 30% to 35%. However, the response reports only a few figures and does not clearly compare the two years across the categories. Some details are inaccurate or unclear: Spanish was the largest category in 2000 at 20%, but not across both years; in 2010, “No other language” was largest at 35%. French and Spanish did not both remain broadly similar: each fell, from 15% to 10% and 20% to 10%, respectively. The final paragraph gives no precise figures for two other languages. The response is 115 words, below the 150-word minimum, and 21 copied prompt words were not counted. Develop a fuller, accurate summary of the main changes.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, and two detail paragraphs. This gives the reader some sense of organisation, and phrases such as “Overall” and “Turning to” signal movement between sections. However, the progression is not consistently clear. The overview’s claim about students preferring French and Spanish is not supported by the later comparisons, and the final paragraph introduces “the table” even though the task contains pie charts. Linking words such as “This is followed by” and “While” do not always connect the information logically. Group the figures by year or by categories that rose, fell, or stayed unchanged, and use clear comparisons to create a more coherent progression.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportions,” “largest segment,” and “represented,” and the reader can generally identify the language categories being discussed. However, the range is limited, and several word choices or collocations are inaccurate or unclear, such as “varse difference,” “the minimum language student spoke,” and “with the decent percent.” “The table” is also an imprecise label for the visual. Spelling errors, including “sopken,” reduce accuracy. Use precise chart language to describe proportions and changes, and check spelling and collocations. For example, describe a category as “accounted for” a percentage, or say that its share “increased” or “declined,” rather than relying on vague phrases.

Grammatical Range and Accuracy: Band 5.0

You attempt a few longer sentence forms, including “This is followed by another Language and french with the same of 15%,” but the structures are often faulty or incomplete, so relationships between ideas are not always clear. There are recurring issues with agreement and sentence construction: “The pie chart illustrate” needs a singular verb, while “two other language are spoken” needs a plural noun and matching verb. The opening sentence also has awkward punctuation and spacing, and the final sentence beginning “Turning to the table” does not form a clear grammatical comparison. Most sentences rely on simple patterns, with limited accurate control of complex clauses. Practise writing complete sentences with a clear subject and verb, then check agreement, articles, plurals, and punctuation.

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