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 given pair of pie charts represents the proportion of British students at a university in England those speak different languages instead of English during period of 2000 and 2010 . The data has been calibrated into percentage.

Overall, it is clearly seen that British learners articulate German language in similar both the years and British pupils learnt no other language were higher in last year.

At a fleeting glance, it is evident that British scholars learnt German in both years was same in both years. Spanish and French in first year was 20 and 15 percent but in later year was decreased by 10 and 5 percent respectively.

Moving ahead, pupils who are not able to speak were noted as 30 percent in 2000 and increased by 5 percent in 2010. Subsequently, students spoke another languages were ranging from 15 to 20 percent. Scholars spoke two other languages did not surpass by 15%.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers the main features of the charts, including the proportions of students speaking various languages. However, the analysis is somewhat mechanical and lacks a clear, analytical overview. While you identified that German remained stable and those speaking no other language increased, the comparison of the other categories is slightly confusing. For example, stating that Spanish and French 'decreased by 10 and 5 percent' is mathematically unclear without specifying the base year values. To improve, ensure that your overview highlights the most significant trends rather than just listing data points. The response meets the minimum length requirement and addresses the prompt adequately.

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 repetitive or slightly unnatural, such as 'Moving ahead' and 'At a fleeting glance'. These transitions feel forced rather than serving to link ideas logically. The progression of information is generally clear, but the internal cohesion within paragraphs could be improved by using more varied referencing and linking words to connect the data points more fluidly. The paragraphing is appropriate for a report of this nature.

Lexical Resource — Band 6.5

The vocabulary is adequate for the task but lacks precision and variety. You rely on basic verbs like 'learnt', 'spoke', and 'noted'. There are also some awkward collocations, such as 'calibrated into percentage' and 'articulate German language'. Using more specific academic vocabulary related to data description—such as 'remained constant', 'experienced a decline', or 'accounted for'—would significantly improve your score. The range is sufficient to convey the main points, but the lack of flexibility and occasional word-choice errors limit the score to a 6.0.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors, particularly with articles ('the German language', 'the first year'), prepositions, and subject-verb agreement ('those speak' instead of 'who speak'). Some sentences are structurally awkward, such as 'British learners articulate German language in similar both the years'. While these errors do not completely impede communication, they are frequent enough to prevent a higher score. Focusing on basic sentence construction and ensuring correct article usage will help improve your accuracy.

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