Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-03

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 pie charts illustrate the percentage of british students in england at a university and spoke other languages in addition to english in 2000 and also in 2010.

overall,another language were increased and two other languages were also increased and no other language were also rose while german language remains same but french,spanish were decline with full decade.

on the one hand,in 2000,percentage of british students in french were about 15%,spanish were 20 percent and german were about ten percent and no other language or english were 30 percent while another language were about 15% and two other languages were about only ten percent.

on the second hand,in 2010, after full decade,percentage of british students in french,spanish and germany were about only ten percent respectively.%age of students in no other language were rose upto five percent and about 35%.also another language were increased upto 5% and became 20 percent.while students of tw other languages were also rose and about fifteen percent with a very little begin in it.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You report the main categories and most figures accurately: for example, Spanish falls from 20% to 10%, no other language rises from 30% to 35%, and German remains at 10%. Your overview also identifies the broad contrast between declining French and Spanish and increases in several other categories. This addresses the task, although some comparisons are less fully explained: French falls from 15% to 10%, while “another language” rises from 15% to 20%, and these changes could be compared more clearly. The phrase “a very little begin in it” does not communicate a clear feature of the data. To strengthen the report, state the most notable overall pattern precisely and avoid adding unclear commentary.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and separate descriptions of 2000 and 2010. This gives the reader a coherent overall route through the information, and the year-based paragraphs make the figures easy to locate. However, some linking is mechanical or awkward, particularly “on the one hand” followed by “on the second hand”; these phrases suggest a contrast that is not clearly developed. The overview also strings several trends together without grouping them into a clear comparison. Use simpler transitions such as “In 2000” and “By 2010,” and organise the data by rising, falling, and unchanged categories. Clearer referencing would also help connect each change to its earlier figure.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “percentage,” “increased,” “decline,” and “remains same,” so the reader can generally understand the trends being described. However, the range is limited and several choices or combinations are unnatural, such as “were rose,” “full decade,” and “a very little begin in it.” Repetition of “about” and “increased” also makes the account less precise. Some category labels are not expressed consistently: use “students who spoke no other language” rather than “no other language or English,” which could be confusing. Aim for accurate reporting verbs and standard collocations, and use the chart’s category names consistently. This would make the description clearer and more appropriately formal.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple statements and longer sentences that compare several categories, and the main figures are usually still understandable. However, errors in agreement and verb forms occur across the response: “another language were increased,” “german language remains same,” and “students … were also rose.” Articles and sentence boundaries are also inconsistent, as in “in 2000,percentage” and “also another language were increased.” These problems make some sentences difficult to read, even though the intended trends can often be inferred. Practise forming accurate past-tense comparisons, for example, “the proportion speaking another language increased,” and check subject–verb agreement, articles, capitalisation, and punctuation before submitting.

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