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 HERE ILLUSTRATES THE PERCENTAGE OF BRITISH STUDENTS AT A UNVERSITY WHO SPEAK DIFFERENT LANGUAGE IN 2000 THE MOST OF THE STUDENTS DOES NOT KNOW ANY OTHER LANGUAGE OTHER THEN ENGKISH ABOT 20% OF STUDENTS CAN SPEAK SPANISH TOO . AND 15% STUDENTS ARE ALSO SPEAKING IN FRENCH, MOREOVER ANOTHER 15% SPEAKS ANOTHER LANGUAGE OTHER THEN ENGLISH AND 10% TWO OTHER LANGUAGES THEN ENLISH AND THE LAST HALF OF 10% CAN SPEAK GERMAN

IN ANOTHER SURVEY WHICH IS DONE IN 2010 WE HAVE RESULTS ON PIE CHARTS WHICH ILLUSTRATES THAT 35% of STUDENTS CAN SPEAK ONLY ENGLISH AND THE AND A RISE IN 20% DEPICS THAT ANOTHER LANGUAGE IS BEING USED FOR COMMUNICATION AMONG PEOPLE AND 15% OF PEOPLE CAN SPEAK TWO MORE LANGAUGE DISPITE ENGLISH BUT AS WE CAN SEE IN CHART THERE IS NO CHANGE IN GERMAN LANGUAGE AS 10% REMAINS CONSTANT FROM 2000 TO 2010

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two years and report several relevant figures, including Spanish at 20% in 2000, the 2010 figure of 35% for students speaking only English, and German remaining at 10%. However, the account is only partial: it gives no clear overall comparison of the main shifts, and the 2000 figure for students speaking no other language is misreported as “about 20%” rather than 30%. The 2010 figures for Spanish and French are also omitted. Some descriptions, such as “a rise in 20%,” do not clearly explain the change. To strengthen the response, give a concise overview of the key trends, report the major categories accurately, and compare the years directly.

Coherence and Cohesion: Band 5.5

The response follows a basic chronological order, discussing 2000 before 2010, and uses a few linking expressions such as “moreover” and “as we can see.” This gives the reader some sense of how the information is organised. However, the writing is presented as two long blocks with little sentence-level separation, and the progression within each year is not always clear. Repeated “and” links several different figures, while phrases such as “in another survey” do not clearly connect the two charts. Use distinct paragraphs for an overview and the detailed comparisons, and organise figures by category or by the largest changes. Clearer sentence boundaries and more precise referencing would make the account easier to follow.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “percentage,” “speak,” “language,” and “remains constant,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning unclear, such as “a rise in 20% depicts” and “the last half of 10%.” There are also frequent spelling errors, including “unversity,” “engkish,” and “langauge,” which reduce accuracy and can distract the reader. Aim for precise chart language such as “accounted for,” “increased to,” and “fell from … to …”; check spelling carefully and avoid describing a percentage as a “rise” unless you state the earlier and later values.

Grammatical Range and Accuracy: Band 5.0

The response attempts to combine information using clauses and connectors, for example, “as we can see in chart there is no change in German language.” However, sentence structures are limited, and many sentences contain errors that make relationships between ideas difficult to follow. Examples include “the most of the students does not know,” where the subject and verb do not agree, and “15% students are also speaking,” which lacks an article and has an awkward verb form. The final section also runs several ideas together without reliable punctuation. Practise accurate subject–verb agreement, articles, and complete sentence boundaries. Shorter, controlled sentences would help you report comparisons clearly before attempting more complex structures.

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