Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · 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 6.5)
The data displays, how many percent of British learners from a single university in England knew more than one language than English during the year of 2000 and 2010.
Overall, both pie charts show the majority of university students from the United kingdom were able to speak only the English language. Meanwhile, Spanish became less popular among British students from before and after.
In 2000, a proportion of England academic students speaking in only one language were 30%, which was highest during the same year, while Spanish,French and German languages were spoken by 20%, 15% and 10% respectively.There were only 10% of students who knew 2 different languages other than English in 2000, which rose to 15% in 2010.
Furthermore, the proportion of French and Spanish speakers was reduced to 10% in 2010, in contrast to fluency in other languages among university learners increased to 20% in the same academic year. Spanish, French and German language speaker British students were recorded at 10% in 2010 which shows the lowest proportion among others.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 7.0 |
| Lexical Resource | 6.5 |
| Grammatical Range and Accuracy | 6.5 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.5
The response covers the main features of the charts and makes relevant comparisons between 2000 and 2010. However, there are some inaccuracies in the data reporting. For instance, the student states that 30% of students spoke only one language in 2000, whereas the chart indicates 30% spoke 'no other language' (which is the same as only English), but the description of the other categories is slightly confused. The summary of trends is present, but the analysis of the data could be more precise to reach a higher band. The overview is clear, but the supporting details contain some misinterpretations of the figures provided in the charts.
Coherence and Cohesion — Band 7.0
The response is organized into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices such as 'Meanwhile', 'Furthermore', and 'in contrast to' are used to link ideas. However, the flow is occasionally mechanical, and some transitions feel slightly forced. The referencing is generally clear, but the progression of ideas within the second body paragraph is a bit repetitive, particularly when discussing the 2010 figures. Overall, the structure is coherent and the information is presented in a logical sequence.
Lexical Resource — Band 6.5
The range of vocabulary is adequate for the task, though it lacks sophistication. The student uses terms like 'proportion', 'academic students', and 'fluency', which are appropriate. However, there are some awkward collocations and word choices, such as 'England academic students' instead of 'students in England' and 'knew more than one language than English', which is grammatically redundant. The repetition of 'Spanish, French and German' in the final paragraph also limits the lexical variety. The vocabulary is sufficient to convey meaning, but it does not demonstrate a wide or flexible range.
Grammatical Range and Accuracy — Band 6.5
The student attempts a mix of simple and complex sentence structures. There are several grammatical errors, such as 'The data displays, how many percent' (incorrect comma usage and phrasing), 'from before and after' (vague), and 'the proportion... were 30%' (subject-verb agreement error). While these errors are noticeable, they do not significantly impede communication. The use of 'which was highest' and 'which rose to' shows an attempt at complex sentence forms, but the control over these structures is inconsistent. Punctuation is generally functional, though there are minor issues with spacing after periods.
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