Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

Here as shown in the chart. the detail provided for the percentage of British Students who were able to speak other languages too with English during 2000 and 2010.

In first chart it is demonstrate that in 2000 there were 30% students who does not know any other languages than English, while there were 30% students from which half knows French and other knows Another language. on the same way 20% students know Spanish only and from other 20%, 10% know German Only and balance know Two other languages.

In second chart we can see that in 2010 there were different ratio for the students know the verity of language. 35% students know only British language, other 30% students know Spanish, French and German language in the proportion of 10-10% each, other 15% have hands on Two other languages and 20% have another language than given in chart.

There was declining rate in Spanish language and French while increasing rate in another language, Two other languages and No other language, but we can see there was no difference in German language.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the charts, but the analysis is somewhat inconsistent. While you identify the key data points for 2000 and 2010, the summary of trends in the final paragraph is inaccurate. For example, you state there was a 'declining rate in Spanish' and 'no difference in German', which contradicts the visual data (Spanish increased from 20% to 30%, and German decreased from 10% to 10%—wait, the data actually shows German remained stable, but your description of other categories is confusing). The report lacks a clear overview of the most significant changes, which is essential for a higher band score.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is mechanical and sometimes inaccurate, such as 'on the same way' and 'in first chart'. The progression of ideas is occasionally disjointed, particularly when moving between the data points in the second paragraph. Referencing is sometimes unclear, making it difficult to track which language category is being discussed. Improving the use of linking words like 'furthermore', 'conversely', or 'in contrast' would help create a smoother flow between sentences and paragraphs.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive. You rely on basic phrasing such as 'know' and 'students' throughout the text. There are also inaccuracies in word choice, such as 'British language' (which is English) and 'verity of language' (likely meaning 'variety'). The use of 'balance' to refer to the remaining percentage is also slightly unnatural in this context. To improve, you should aim to use a wider range of synonyms and more precise terminology to describe statistical data, such as 'proportion', 'percentage', 'fluctuated', or 'remained stable'.

Grammatical Range and Accuracy — Band 5.5

There are frequent grammatical errors throughout the response, including issues with subject-verb agreement ('30% students who does not know') and article usage ('In first chart'). Sentence structures are generally simple, and attempts at more complex sentences often contain errors that can cause slight confusion for the reader. Punctuation is also inconsistent, with unnecessary full stops used mid-sentence. To reach a higher band, focus on mastering basic sentence construction, ensuring correct verb forms, and using a wider variety of complex structures with greater accuracy.

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