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 given pie chart provide the information about students who able to speak language in English in 2000 to 2010. The data is calibrated into percentage.

Overall it is crystal clear that the English language was spoken at largest percentage in both year. followed by German is similar same in both year.

At fleeting glance,firstly Spanish language spoken 20% in year 2000.Which was followed by German only student spoke 10% .

two other language noticed at 10%. respectively French

and another language seen as same at 15% in first year.

and highest 30% of no other language was also noticed in 2000 year.

Moving further in year 2010 Spanish French German was noticed same at percentage of 10% . ranging from this two other language seen at 15%. Another language respectively seen at 20% IN 2010. After that there was rapidly increase in percentage of no other language as seen at 35% in 2010.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response addresses the task by identifying the main features of the charts. However, the analysis is somewhat superficial and lacks precision in reporting the data. For instance, the statement 'German is similar same in both year' is vague and does not accurately reflect the specific percentages. While the main trends are identified, the comparison between the two years could be more effectively developed to highlight the shifts in language proficiency. The overview is present but lacks the necessary clarity to fully capture the significant changes, such as the rise in students with no other language skills.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate, such as 'At fleeting glance,firstly' and 'Moving further in year 2010'. These transitions feel forced rather than natural. Additionally, the referencing is sometimes unclear, making it difficult to track which data point corresponds to which language. While there is an overall logical progression, the lack of sophisticated linking words and the repetitive sentence structure hinder the flow of the information.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive, relying on basic terms like 'noticed', 'seen', and 'same'. There are several instances of awkward phrasing, such as 'calibrated into percentage' and 'rapidly increase in percentage of no other language'. The student struggles to use precise terminology to describe statistical trends, which limits the ability to convey information clearly. To improve, the student needs to incorporate a wider range of academic vocabulary related to data description, such as 'proportion', 'fluctuated', 'remained stable', and 'accounted for'.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that occasionally impede clarity. Issues include subject-verb agreement ('The given pie chart provide'), missing articles ('in year 2000'), and awkward sentence construction ('two other language noticed at 10%'). The range of structures is limited, consisting mostly of simple sentences with some errors in punctuation and capitalization. While the meaning is generally understandable, the high frequency of errors prevents the writing from reaching a higher band. More attention to basic sentence structure and proofreading for common grammatical slips is required.

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