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 charts illustrates number of british student who can speak any other languages in addition to english language at one university in england through the period of 2000 and 2010.

Overall, the chart shows that the students who can speak no other languages than english have highest number of percentage on the year 2000. Similarly, In 2010, Students who cannnot speak other languages except english have the highest percentage hitting 35% in england.

In 2000, students who are able to speak germany and two other languages have equal number of percentage which is 15%. whereas, In 2010, People of university who can fluently speak spanish and french languages have also the equal number of percentage falling down to 10% each. The students who are able to speak another languages have drastically rise to 20%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the broad comparison that students reporting no other language formed the largest group in both years, and you include some relevant figures. However, the account is only partial and contains an important data error: in 2000, German-only and two-other-language speakers were each 10%, not 15%. The overview also repeats the same point about the largest group rather than summarising the main changes, such as the rise in “another language” and two other languages, alongside the falls in Spanish and French. The response is 134 words, below the required 150, and several categories are omitted or not clearly compared. Include a fuller overview and accurately report the key shifts to address the task more completely.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and a paragraph of details, so the reader can follow its general purpose. However, progression is limited: the overview repeats the same “no other languages” point for both years, while the final paragraph moves between categories without a clear comparison of 2000 and 2010. The connector “Similarly” does not introduce a distinct comparison, and “whereas” is awkwardly placed after a full stop. Organise the details by meaningful changes—for example, categories that increased, decreased or stayed the same—and use linking expressions to show those relationships. Clearer paragraph development and more precise connections would make the organisation more coherent.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “percentage,” “speak,” and “languages,” and the main topic remains understandable. However, the range is limited and several choices or forms are inaccurate or repetitive: “number of percentage” is not a natural expression, “speak germany” confuses a country with its language, and “another languages” has an incorrect form. Repeated use of “students who can speak” also makes the description less concise. Use precise chart language such as “the proportion of students,” “German-only speakers,” and “the share rose to 20%.” Check spelling and capitalisation of language names, including “British,” “English,” “German,” and “Spanish,” to improve accuracy and readability.

Grammatical Range and Accuracy: Band 5.0

You attempt a few longer structures, including “students who are able to speak…” and a contrast introduced with “whereas,” but control is inconsistent and the sentence patterns are repetitive. Errors occur in basic agreement and sentence construction: “The charts illustrates” should use a plural verb, and “students … have equal number of percentage” needs a clearer grammatical structure. The opening sentence also lacks a well-formed time expression, while the final paragraph contains a sentence fragment-like transition after “whereas.” Use accurate simple sentences as a foundation, then add controlled comparisons such as “The proportion speaking Spanish fell from 20% to 10%.” Review subject–verb agreement, articles and sentence boundaries.

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