Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-02

IELTS Writing Task 1 question

The charts below show the number of French adults whose parents spoke a French regional language to them when they were children and the number who speak a French regional language to their own children.

Write a report for a university lecturer describing the information below.

Number of adults (in thousands) whose parents spoke a regional language to them in childhood

Student answer (Band 6.0)

THE BAR CHARTS ILLUSTRATE THE NUMBER OF FRENCH ADULTS WHOSE PARENTS SPOKE A FRENCH REGIONAL LANGUAGE TO THEM WHEN THEY WERE CHILDREN AS WELL AS THE NUMBER OF PEOPLE WHO SPEAK A FRENCH REGIONAL LANGUAGE TO THEIR OWN CHILDREN.

OVERALL, IT IS QUITE EVIDENT THAT OCCITAN SPEAKER ACCOUNTED THE HIGHEST FIGURE, WHILST CORSICAN LANGUAGE RECORDED LOWER FIGURE THAN CREOLE IN BOTH SPOKEN HABITUALLY AND SPOKEN OCCASIONALLY. NOTABLY, FOR REGIONAL LANGUAGE NUMBER OF ALSATIAN SPEAKER CONSIDERABLY HIGHER THAN OTHER CATEGORIES.

IN TERMS OF HIGHEST RANKING CATEGORIES FOR ADULTS WHOSE PARENTS SPOKE HABITUALLY, OCCITAN RECORDED APPROXIMATELY 620 THOUSANDS, MAKING THE LEADING CATEGORY, THIS WAS FOLLOWED BY ALSATIAN, WHICH STOOD AT 600 THOUSANDS. REGARDING OCCASIONALLY SPOKEN LANGUAGE, OCCITAN CONSTITUTED SIGNIFICANTLY HIGHER THAN BRETON. OCCITAN ACCOUNTED FOR MORE THAN 1 MILLION, WHILE CORSICAN NOTICEABLY LOWER THAN THE FIGURE FOR CREOIE. THE DIFFERENCE BETWEEN BRETON AND ALSTIAN WERE NEARLY 160 THOUSANDS.

REGARDING THE REMAINING CATEGORY, THE NUMBER OF ADULTS WHO SPEAK A REGIONAL LANGUAGE TO THEIR OWN CHILDREN, ALSATIAN RECORDED 400 THOUSANDS USERS, MAKING IT LEADING LANGUAGE THROUGHOUT THE OTHER LANGUAGES. IN CONTRAST, CORSICAN HAD THE SMALLEST VALUE. WHILE, OCCITAN AND BRETON RECORDED 250 AND 90, APPROXIMATELY.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by covering both charts and the various language categories, such as Alsatian, Occitan, Breton, Creole, and Corsican, across habitual use, occasional use, and transmission to children. An overview is present at the beginning, noting the general trends. However, some parts of the task are developed more fully than others, and certain details are imprecise or slightly confused. For example, the mention that 'Corsican language recorded lower figure than Creole in both spoken habitually and occasionally' overlooks some data specifics, and some figures are stated without units or with minor inaccuracies, such as '620 thousands'. These unevenly developed ideas and minor generalisations place the response at this level, as it meets the basic requirements of selecting and reporting key features but lacks fully extended and precise comparisons across all data points.

Coherence and Cohesion: Band 6.0

The text has a coherent overall arrangement with a clear introduction and body paragraphs divided logically by charts and categories. Information is generally sequenced well, starting with the overall summary and moving into specific regional language data. However, cohesion is sometimes mechanical or faulty. For instance, transitional phrases between sentences can feel abrupt, and referencing is occasionally unclear, such as the dangling phrase 'WHILE, OCCITAN AND BRETON RECORDED 250 AND 90, APPROXIMATELY' where the unit is omitted. Paragraphing is used, but the internal flow of ideas lacks the smoother progression characteristic of higher bands. Pronoun referencing and cohesive devices are adequate to guide the reader through the report, but they lack the flexibility and precision needed for a higher score.

Lexical Resource: Band 6.5

The student uses an adequate range of vocabulary for the task, successfully incorporating terms relevant to data reporting such as 'illustrate', 'accounted for', 'constituted', and 'leading category'. There are attempts to use less common vocabulary, but these are accompanied by some inaccuracies in word choice and form, such as 'Occitan speaker accounted the highest figure' (where pluralisation and subject-verb agreement are slightly off) and the typo 'CREOIE'. Spelling and word choice errors do not impede communication, as the reader can easily understand the intended comparisons, but the presence of these slips and occasional awkward collocations prevent the vocabulary score from reaching the next band.

Grammatical Range and Accuracy: Band 5.5

The writing demonstrates a mix of simple and complex sentence forms, attempting comparative structures and relative clauses. There are several grammar and punctuation errors present throughout the text, including missing plural markers ('620 thousands'), incorrect prepositions or prepositional patterns, and issues with subject-verb agreement, such as 'THE DIFFERENCE BETWEEN BREton and alstian were'. Furthermore, the entire response is written in capital letters, which affects punctuation and sentence boundary clarity. Despite these errors, they rarely impede communication, as the core meaning of the statistical comparisons remains comprehensible. The frequency and nature of these grammatical slips reflect a moderate level of structural control.

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