Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-07-25

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 6.5)

The two pie charts demonstrate the percentage of students who can knows more than one language other than English from a university of England in 2000 and 2010.

Overall, learners of an England university can speak French, German and Spanish other than the native language. Among them majority of pupils were familiar to English only.

During 2000, 20% of students were able to speak Spanish in addition to their mother tongue, whereas 15 % of them could talk in French and another language. German being the least known (10% only) secondary language by the learners.

However, 10 years later, the proportions of languages practiced changed. Among peers 10% could narrate in Spanish, French and German respectively. Surprisingly, 20% of the individuals attending collages could speak language other than any mentioned above and 15% spoke in two additional languages.

Apart from that, there were 30% and 35% of students who knew English only in the year [redacted phone] respectively.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main features of the charts and provided relevant comparisons. You covered the data for both 2000 and 2010, noting the shifts in language proportions. However, the response lacks a clear overview that synthesizes the trends effectively. The final sentence is confusing, as it mentions '2000-2001' which is not supported by the prompt, and the data points for 'English only' are slightly misread or poorly presented. To reach a higher band, ensure your overview highlights the most significant changes, such as the decline in single-language speakers and the rise in 'other' language categories, rather than just listing data points.

Coherence and Cohesion — Band 6.5

The response is organized into logical paragraphs, which helps the reader follow the information. You use some cohesive devices like 'However' and 'Apart from that' to transition between ideas. However, the flow is occasionally mechanical, and some sentences feel disconnected. For instance, the transition between the 2000 data and the 2010 data could be smoother. Additionally, the referencing is sometimes unclear, particularly in the final paragraph where the data for 'English only' is presented in a way that confuses the timeline. Improving the variety of linking words would enhance the overall progression.

Lexical Resource — Band 6.5

You have a sufficient range of vocabulary to convey the main points, such as 'proportions', 'native language', and 'secondary language'. However, there are some inaccuracies in word choice and collocation, such as 'can knows' (should be 'can know' or 'know'), 'narrate in' (which is not the correct term for speaking a language), and 'attending collages' (spelling error: 'colleges'). These errors do not impede communication, but they limit the precision of your writing. To improve, focus on using more academic collocations and ensuring correct word forms.

Grammatical Range and Accuracy — Band 6.0

You demonstrate a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors, such as 'learners of an England university' (should be 'in an English university'), 'German being the least known' (fragmented structure), and 'speak language other than' (missing article). Punctuation is generally acceptable, but the sentence structure often feels slightly awkward. To improve, focus on subject-verb agreement and the correct use of articles, as these errors occur throughout the text and detract from the overall fluency.

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