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 charts illustrate the proportion of British students at one university in England who were able to speak different types of languages in addition to English between 2000 and 2010.

Overall, it is clear that highest percentage of british students were able to speak no other language except english in both years. In addition we can see students who show some interest to learn and speak new languages more than one followed by spanish and french in both years.

In 2000, 30% of Students chose to speak only one language named English in the high rated of percentage, while other 15% youngsters chose to speak french, in addition 10% of students who took more interest to speak more than one language named french and spanish and estimated percantage is 15 and 10% followed by another language. Moreover, in 2010 students to speak no more than one language the percantage is slightly increase its 35%. Youngsters who try to leran and speak two more languages is 20% noe as compared to year 2000 and its increassed by 10% and the most dramatic change we seen under french and spanish the ratio is divided into 10% equall

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the two years and give an overview that correctly notes “No Other Language” was the largest category in both charts, rising from 30% to 35%. You also report some relevant changes, such as Spanish falling and “Another language” increasing. However, several figures and categories are confused: French and Spanish are not both 10% in 2000, and the 2010 figure for “Another language” is 20%, not an increase of 10 percentage points. The description of students speaking “two more languages” also mixes up the 15% category with “Another language.” Some key comparisons, including German remaining at 10%, are omitted. Report each category accurately and distinguish the chart labels clearly to make the summary more complete and reliable.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, an overview, and paragraphs describing the two years. Linking expressions such as “Overall,” “In addition,” and “Moreover” show an attempt to connect ideas. However, the progression within the detail paragraph is difficult to follow because several categories and figures are combined in long sentences. For example, the 2000 sentence beginning “while other 15% youngsters…” moves between French, multiple languages, and another language without clear relationships. The overview also introduces learning interest, which is not what the charts measure. Use one focused paragraph for the main comparisons, group categories consistently, and use clear references such as “this figure” only when the category is unmistakable.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “proportion,” “percentage,” “languages,” and “dramatic change,” so the topic is generally understandable. However, the range is limited and several choices are inaccurate or informal for describing chart data. “Students chose to speak” suggests a decision rather than reporting a proportion, while “youngsters who try to learn” adds an unsupported interpretation. There are also noticeable spelling errors, including “percantage,” “leran,” “increassed,” and “equall,” which reduce clarity. Aim for precise chart language and check spelling carefully. Terms such as “accounted for,” “stood at,” and “rose/fell by” would help you describe values and changes more naturally.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the opening sentence communicates the topic clearly. However, complex sentences are often difficult to control, and frequent errors affect clarity. For example, “it is clear that highest percentage” is missing an article, and “the percantage is slightly increase its 35%” has an incorrect verb form and sentence structure. In “students to speak no more than one language,” the clause lacks a finite verb, while “the ratio is divided into 10% equall” is not a complete, clear sentence. There are also inconsistent capital letters and punctuation. Practise writing shorter, complete comparisons with accurate subject–verb forms, articles, and past-tense verbs, then combine ideas only when the relationships are clear.

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