Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-02

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 5.5)

The given pie charts illutrate the ratio of British students who were able to talk in english and other languages additionally ,at a certain university, in 2000 and 2010.

Overall, people were mostly interested on spanish in 2000 ,whilst french become popular in 2010 more than other languages.

In 2000, Spanish was the highest number of language 20%, of British students speak beside english language. Whereas, German and two other laguages were same percentage 10 and these were the least spoken language at this time. French and another language accounted the same proportion 15% simulteneously . 30% of british students only spoke english laguage , they were not able to talk any other language.

In 2010, another language used 20% of students as their second language and it was the most used language after english. Two other languages were in second position at 15% . The university students are skilled similarly 10% each of the Spanish, French and German languages. Considerable amount of students 35% were not able to speak any other language without english.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You cover both years and include several key figures, including the rise in students speaking another language from 15% to 20%, the increase in those speaking two other languages from 10% to 15%, and the rise in English-only students from 30% to 35%. However, the overview is not fully accurate: Spanish, not French, was the largest additional-language category in 2000, while in 2010 “another language” was the largest category among those speaking another language. The claim that French became more popular is therefore misleading, as its share fell from 15% to 10%. Some comparisons are also unclear, such as calling two other languages “in second position” without specifying the comparison. Make the overview more precise and distinguish language categories from overall totals.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate paragraphs for 2000 and 2010. This makes the year-by-year information easy to follow, and linking expressions such as “Overall,” “Whereas,” and “In 2010” help signal movement between points. The progression is generally coherent, though some connections are awkward or unclear. For example, “Whereas” begins a sentence that does not form a complete contrast with the preceding one, and “Two other languages were in second position” leaves the basis of the ranking uncertain. The overview also conflicts with the figures later reported. Keep the useful paragraph structure, but make comparisons explicit and ensure the overview accurately previews the details.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing charts, including “accounted the same proportion,” “percentage,” and “proportion,” and the reader can generally identify the categories being discussed. However, the range and control are limited by repeated or imprecise expressions such as “talk,” “used,” and “language,” as well as awkward collocations like “interested on Spanish” and “highest number of language.” Several spelling errors, including “illutrate,” “laguages,” and “simulteneously,” also reduce accuracy. Choose standard chart language and check spelling carefully. More precise terms such as “share,” “category,” and “speak” would help you report the data clearly without making the prose sound repetitive.

Grammatical Range and Accuracy: Band 5.0

You attempt a mixture of simple statements and longer comparisons, and the reader can understand most of the intended meaning. However, the range is limited, and complex sentences are often faulty. For example, “Spanish was the highest number of language 20%” lacks a clear grammatical structure, while “German and two other laguages were same percentage 10” is missing an article and a suitable linking construction. Verb forms and agreement are also inconsistent in “French become popular” and “another language used 20% of students.” Punctuation and spacing around commas are uneven. Practise accurate comparison patterns, such as “Spanish accounted for 20%,” and check articles, verb forms, and sentence boundaries before submitting.

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