Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-07-29

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 pair of rendered circular chart depicts information about British students at a university situated in England who are capable in speaking other languages rather than English in given years 2000 and 2010. The data has been calibrated into percentage.

Overall, it is crystal clear that most of people only speak one language English but no other language in first year. French, Spanish, German was spoken least in last year.

At a fleeting glance, it is evident that most of the people spoke No other language in both the years, in former year it was having a numeric value of 30% and in later year comes with a value of 35%. Following this, Spanish was spoken by 20% students in year 2000 and after a decade Another language take place of Spanish with same value. Then French was holding place with a value of 15% in initial year and Two other languages replace French in final year

Moving further, Another language ranges from 15% to 20% in given decade. Both German and French was holding a 10% share in year 2000 and German, French, Spanish was sharing same percentage of 30%in the year 2010.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses the task by identifying the main features and making comparisons between the two years. However, the analysis is somewhat inconsistent. For instance, the statement that 'most people only speak one language' contradicts the data, which shows 'No other language' as the largest category. Additionally, the description of the data is occasionally confusing, such as the claim that 'Another language take place of Spanish' or the unclear grouping of percentages in the final paragraph. While the key trends are identified, the lack of precision in reporting the data points and the misinterpretation of the 'No other language' category limit the score. A more accurate summary of the specific percentages would improve the clarity of the report.

Coherence and Cohesion — Band 6.5

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate. Phrases like 'At a fleeting glance' and 'Moving further' are used to transition, but the logical flow between sentences is frequently disrupted by awkward phrasing and unclear referencing. For example, the transition between the overview and the body paragraphs is abrupt, and the connection between the data points within the paragraphs is not always smooth. The progression of ideas is present but lacks the sophistication required for a higher band.

Lexical Resource — Band 6.0

The vocabulary used is generally adequate for the task but lacks precision and variety. There are several instances of awkward word choices, such as 'rendered circular chart', 'calibrated into percentage', and 'former year'. The student attempts to use some descriptive language, but it often results in unnatural collocations. There is also some repetition of basic terms. To reach a higher band, the student should focus on using more precise academic vocabulary to describe trends and proportions, such as 'accounted for', 'represented', or 'fluctuated', rather than relying on simpler, less accurate phrasing.

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 impede clarity. Issues include subject-verb agreement (e.g., 'French, Spanish, German was spoken', 'Both German and French was holding'), incorrect article usage, and awkward sentence construction (e.g., 'in former year it was having a numeric value'). While the meaning is generally understandable, the high frequency of errors in basic grammar prevents the writing from being considered fluent or accurate. More attention to verb forms and sentence structure is needed to improve the overall quality.

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