Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · 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 6.5)
The rendered pair of pie chart compares the proportion of British students at a university in England who were able to speak other language in addition to English in 2000 and 2010.
Overall, it is crystal clear that in the former year the majority of students spoke no other language than English while the minority of individuals were able to spoke Spanish, French and German languages.
At a fleeting glance, it is evident that in 2000, the 30% of the university students were able to speak no other language other than English while the proportion remained almost same in 2010. Spanish was spoken by 20% scholars in former year while this proportion decreased 10% in later year. 10% of the students spoke German language in both the years.
Moving ahead, the ratio of French speaking scholars were changed in last year with 5% from 15% to 10%. 20% of the individuals were able spoke another language in 2010 however 15% were speaking another languages in 2000. The proportion of students speaking two other languages were 10% in first year and increased upto 15% in second year.
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. You have successfully identified the key trends, such as the stability of students speaking no other language and the fluctuations in specific foreign languages. However, there are some inaccuracies in data reporting. For example, you state that 30% of students spoke no other language in 2000, whereas the chart indicates 30% for 'no other language' and 20% for 'two other languages', but the 'no other language' category is actually 30% in 2000 and 30% in 2010. The reporting of the French category is also slightly confusing. To improve, ensure your data extraction is precise and clearly linked to the specific years.
Coherence and Cohesion — Band 7.0
The essay is organised into logical paragraphs, with an introduction, an overview, and body paragraphs focusing on specific data points. You use some cohesive devices such as 'Overall', 'At a fleeting glance', and 'Moving ahead' to guide the reader. However, some transitions are slightly mechanical or unnatural, such as 'At a fleeting glance'. The progression of ideas is generally clear, but the referencing within sentences could be smoother. For instance, the transition between the description of the 2000 data and the 2010 data could be more fluid to better highlight the comparative aspect of the task.
Lexical Resource — Band 6.5
You demonstrate an adequate range of vocabulary for the task, using terms like 'proportion', 'ratio', and 'individuals'. There are some minor errors in word choice and collocation, such as 'the 30% of the university students' (the article 'the' is unnecessary here) and 'scholars' (which usually refers to academic researchers rather than students). Additionally, there are some awkward phrasings like 'the ratio of French speaking scholars were changed'. While these errors do not impede communication, they limit the score. Using more precise academic vocabulary and ensuring correct collocations would help elevate your score in this criterion.
Grammatical Range and Accuracy — Band 6.5
You use a mix of simple and complex sentence structures. However, there are several grammatical errors throughout the text. Examples include subject-verb agreement issues ('the ratio... were changed'), incorrect verb forms ('were able to spoke'), and missing articles. While these errors are noticeable, they do not prevent the reader from understanding the main points of the report. To reach a higher band, you should focus on consistent subject-verb agreement and the correct use of passive voice, which is essential for describing data in academic reports. Proofreading for small slips in tense and number agreement would be highly beneficial.
Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.