Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-07-26
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)
The pie charts illustrate the information about the proportions of British learners at one university in England who were able to speak other languages other than English, in 2000 and 2010. The units are given in percentages.
Looking from an overall perspective, it is readily apparent that no other language reached the highest proportions of both years, while German only recorded the lowest percentage.
To begin with, it is evident that no other language accounted for 30 % of the total in 2000, whereas it was higher by 10 percentage points Spanish only, which occupied 20%. Furthermore, another language in both years had the narrowest gap, at 15% and 20%. Additionally, German only and Two other languages in 2000 and 2010 were broadly similar, representing 10% and 10% respectively.
By contrast, no other language stood at 35% in 2010, while it was less than 15 percentage points another language, which occupied 20%. Moreover, the largest disparity can be observed between no other language in 2010 and German only in 2000, represented 10% and 35%. It is worth highlighting that Another language in 2000 was half of Spanish only 2010, the figures were 10% and 20% .
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 5.5
The response attempts to summarize the data, but the presentation of information is confusing and often inaccurate. The labels used for the categories, such as 'no other language' and 'another language', are unclear and do not accurately reflect the data typically found in such charts. While you have identified some figures, the comparisons are difficult to follow, and the overall summary lacks clarity. To improve, ensure you clearly identify the categories (e.g., 'Two languages', 'Three or more languages') and describe the trends precisely rather than using vague descriptors. The analysis of the data is inconsistent, making it hard for the reader to grasp the main features of the charts.
Coherence and Cohesion — Band 6.0
The essay is organized into paragraphs, but the logical progression is hindered by confusing phrasing and unclear referencing. While you use some cohesive devices like 'To begin with', 'Furthermore', and 'By contrast', their application is often mechanical or misused, which obscures the relationship between the ideas. The referencing is particularly problematic; for example, phrases like 'no other language' are used in a way that makes it difficult to track what is being compared. Improving the clarity of your topic sentences and ensuring that each paragraph focuses on a distinct, clearly defined trend would significantly enhance the flow of your writing.
Lexical Resource — Band 5.5
The vocabulary is somewhat limited and repetitive, relying heavily on basic structures to describe the data. There are issues with word choice and collocation, such as 'reached the highest proportions of both years' and 'narrowest gap', which do not accurately convey the intended meaning. The use of 'no other language' as a category label is a significant lexical error that impedes the reader's understanding of the data. To reach a higher band, focus on using more precise terminology for describing trends, such as 'fluctuated', 'remained stable', or 'experienced a significant increase', and ensure your labels for data categories are accurate.
Grammatical Range and Accuracy — Band 6.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally cause confusion. Issues include incorrect preposition usage, such as 'higher by 10 percentage points Spanish only', and awkward sentence construction, for example, 'the largest disparity can be observed between no other language in 2010 and German only in 2000, represented 10% and 35%'. These errors, while not always preventing communication, are frequent enough to impact the overall quality of the writing. Focusing on subject-verb agreement and the correct use of comparative structures will help improve your accuracy.
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