Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-11-05

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 5.0)

The two given pie charts compare the proportions of british stidents able to speak languages other than english in 2000 and 2010. The units are measured in percentage.

overall. in 2000 20% students were used to speaked spanish language which is decreased by 10% in 2010 wheras other languages os rosed by 35% in 2010. the proportion of german language remained same.

In 2000, 20% students spoked spanish and french 15%. The ratio of another language is 155 which is climed to 20% in 2010. Only english speaking students are 30% and 35% in 2000 and 2010.

students who speaked another language is 15% in 2000 and enlaged by 20%. Moreover, the students also speked two othe rlanguages other than this is 10% and 155 in 2000 and 2010 respectively. The propoetions of german is 10% in both the years . In 2010 the students speaking french is come down by 5%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the two years and report several relevant figures, including Spanish falling from 20% to 10%, German remaining at 10%, and the no-other-language group rising from 30% to 35%. However, the overview is unclear and includes a major misreading: “other languages” did not rise to 35%; that figure belongs to students speaking no other language. The “another language” category increased from 15% to 20%, while two other languages rose from 10% to 15%. You also describe the no-other-language group as “Only english speaking students,” which is understandable but imprecise. A clearer overview should highlight the largest category in each year and the main increases and decreases, with each category accurately distinguished.

Coherence and Cohesion: Band 4.5

The response has an opening, an attempted overview, and further detail, so there is some paragraph organisation. However, the progression is difficult to follow because the overview and body repeat information without a clear grouping of the categories. For example, “another language” is discussed in both the second and third paragraphs, and the figures for two other languages are presented in a confusing sentence. Linking words such as “Moreover” are used, but they do not always clarify how the information relates. Organise the report into a concise overview followed by comparisons grouped by trend—for instance, categories that increased, decreased, or stayed unchanged—and use clear references to avoid repetition.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “proportions,” “remained,” and “decreased,” and the reader can generally identify the categories being compared. However, the range is limited and several inaccurate word choices or spelling errors make parts difficult to understand. Examples include “spoked,” “climed,” “enlaged,” and “propoetions”; “155” also appears where the intended figure seems to be 15%. Phrases such as “were used to speaked” and “other languages os rosed” are not natural ways to describe chart data. Use standard reporting language such as “accounted for,” “rose to,” and “fell by,” and check spelling and number transcription carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple statements and longer comparisons, but grammatical control is inconsistent, and errors sometimes make relationships between figures unclear. For example, “20% students were used to speaked” has problems with the article, verb form, and construction; “which is decreased by 10% in 2010” uses an unsuitable tense and structure. There are also sentence-boundary and capitalisation problems, such as “overall. in 2000,” and the final sentence, “the students speaking french is come down,” has faulty agreement and verb formation. Build reliable comparison patterns, such as “The proportion speaking Spanish fell from 20% to 10%,” and use past-tense forms consistently when describing the two years.

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

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