Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-04

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 provided pie chart illustrate the information regarding the British scholars in one university who can speak other languages other than english for year 2000 and 2001.

Overall, it can be clearly noticed that proportion of students who does not spoke any other language was significantly higher in both the years.Those who knew spanish and french were more in first year but reduces in the second year while,the percentage of pupils who knew two other languages, another language has increased with the time. However, learners who spoke german remained the same in both the years.

In2000, the proportion of German and two other languages speakers were the same 10%, similary to french and aother language speakers which 15%. Moreover,the learners inuniversity who knows spanish and no other language were accounted 20% and 30%.

In 2001, students who spoke no other lanaguage remained the highest with slight increase in proportion of 5%. While the percentage for spanish and french decreased to 10%. In contrast, the number of student who know two different languages and another language increased to 15% and 20%, respectively. However,the figures for german speakers were remained 10%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: the share reporting no other language was the largest in both years, Spanish and French declined, and the “another language” and “two other languages” categories rose. Most figures you give match the charts, including the unchanged 10% for German and the 5-point rise in the no-other-language group. However, the task compares 2000 with 2010, not 2001, and this incorrect year is repeated throughout the response. The overview also says Spanish and French speakers were “more” in the first year without clearly distinguishing their different starting proportions. For a stronger response, check the dates carefully and make the overview more precise, while retaining the relevant comparisons you have selected.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for the two years. This gives the reader a generally coherent route through the information, and linking expressions such as “Overall,” “In contrast,” and “However” help signal comparisons. Some connections are less clear or mechanical, though. For example, “While the percentage for spanish and french decreased to 10%” is a fragment, and the overview’s “while” and “However” do not always establish a clear contrast. The year-by-year organisation also leads to some repetition of the same trends. Grouping the categories that rose together and those that fell or stayed stable would make the progression more efficient and comparisons easier to follow.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “proportion,” “accounted,” “decreased,” “increased,” and “remained the same.” These choices help communicate the main movements in the charts. However, some wording is inaccurate or unnatural for this task: “British scholars” is not the right term for the students, “other languages other than English” is repetitive, and “the same 10%” needs a more natural comparison. There are also spelling errors, including “similary,” “aother,” and “lanaguage,” as well as inconsistent capitalisation of language names. Aim for precise chart vocabulary and check spelling; this will make your descriptions clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons with “while” and “However,” and the main information is usually understandable. Some grammatical errors nevertheless recur. The opening has subject–verb disagreement in “The provided pie chart illustrate,” while “students who does not spoke” combines incorrect agreement and verb forms. Other examples include “who knows spanish,” “the number of student,” and “were remained 10%.” Sentence boundaries and punctuation also need attention: “While the percentage for spanish and french decreased to 10%” is not a complete sentence, and several spaces are missing after full stops. Practise accurate subject–verb agreement, past-tense reporting, and complete clause construction, then proofread punctuation and spacing.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.