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 above chart illustrates, the proportion of British students at one university in England who were able to speak other languages in addition to English ,in 2000 and 2010
Overall, the students speaking no other language was increased over the decade, making it the largest category in both years. The Spanish and French only have decreased. The another language and two other language have rose. The German only have remain unchanged.
In 2000 the 30% British students unable to speak any other language than English. The people who were speaking Spanish was 20%. The French and another language speaking were same 15% students. The two other language speaking students were 10% and the students speaking only German were 10%.
In 2010, there were some changes the students speaking no other language was increased by 35% and the people speaking French and Spanish were declined as were same as 10%. The Students speaking French was rose by 5% which was 20%. The students speaking another language was increased and was 20% and students speaking two other language were 15%. The student speaking German remain unchanged.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the charts and makes relevant comparisons. However, there are significant inaccuracies in the data reporting. For example, you state that the proportion of students speaking no other language increased to 35% in 2010, but the chart shows it remained at 30%. Additionally, the description of the trends for French and Spanish is confusing and contradicts the visual data. While you have identified the main categories, the lack of precision in reporting the figures prevents a higher score. To improve, ensure that your data extraction is meticulous and that you double-check your figures against the source material before writing.
Coherence and Cohesion — Band 6.5
The essay is organised into logical paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is somewhat mechanical and occasionally inaccurate. Phrases like 'The another language' and 'The people who were speaking' are used repetitively, and the transition between sentences is sometimes abrupt. While there is an overall progression, the lack of varied linking words and the occasional misuse of referencing make the flow feel disjointed. To improve, try using a wider variety of cohesive devices such as 'whereas', 'in contrast', or 'consequently' to better connect your ideas.
Lexical Resource — Band 6.0
The vocabulary is adequate for the task but lacks the range and precision required for a higher band. You rely heavily on basic phrasing such as 'was increased', 'was rose', and 'were declined'. There are also errors in word choice and collocation, such as 'The another language' and 'The French and another language speaking were same'. These errors are frequent enough to be noticeable, though they do not fully impede communication. To improve, focus on using more precise verbs for describing trends, such as 'fluctuated', 'remained stable', or 'experienced a decline'.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include incorrect verb tenses and forms (e.g., 'was rose', 'have remain', 'was increased'), as well as missing articles and awkward sentence construction. These errors are persistent and occasionally make the meaning unclear. While you attempt to use complex structures, the lack of control over basic grammar significantly impacts the quality of the writing. Focusing on subject-verb agreement and correct tense usage will help improve your accuracy.
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