Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-03

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 pie charts depict the proportions of British students at one university in England who were able to speak other languages in addition to English during the period from 2000 to 2010.

Overall, no other language accounted for the largest proportion among British students, whereas German and two other dialects represented the smallest share. Over the period, the proportions allocated to no other language, two other languages and another speeches increased substantially. By contrast, the shares of Spanish and French declined slightly. The proportion of German remained same throughout the period.

To begin with, in 2000, no other language accounted for the largest proportion among British students at 30%, followed by Spanish at 20%, while two other speeches had the lowest. In 2010, the figures of no other language and two other dialects rose, reaching 35% and 20%, respectively.

However, the proportion for Spanish fell from 20% to 10% in 2010.

Furthermore, another language made up the 15% of the total pupils who able to speak language other than English in 2000, whereas French represented at 15%. The figure of another speeches rise to 20% in 2010. By contrast, The proportion allocated to French fell by 5%. German constituted around one in ten.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all parts of the task and provides a clear overview of the main trends. You successfully identified the key shifts, such as the increase in 'no other language' and the decline in Spanish. However, the report lacks precision in some areas; for example, you mention 'two other dialects' and 'another speeches' without clearly defining these categories as presented in the charts. Additionally, the data for 2010 is slightly inconsistent in your description, as you mention 'another language' and 'another speeches' interchangeably. To reach a higher band, ensure that all data points are accurately transcribed and that categories are labeled consistently throughout the report.

Coherence and Cohesion — Band 6.0

The response is logically organized with a clear introduction, overview, and body paragraphs. You use cohesive devices such as 'To begin with', 'However', and 'Furthermore' to guide the reader. However, some transitions feel slightly mechanical, and the referencing is occasionally unclear, particularly when referring to 'another speeches' or 'two other dialects'. The paragraphing is appropriate, but the flow between sentences could be improved by varying the structure of your cohesive links rather than relying on standard starters. Overall, the information is easy to follow, but the cohesion lacks the sophistication required for a higher band.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportions', 'accounted for', and 'declined slightly'. However, there are several instances of awkward or incorrect word choices, such as 'another speeches' and 'the figures of no other language'. These errors occasionally impede the precision of your report. To improve, focus on using more natural collocations and ensuring that nouns are used correctly in context. While you attempt to use a variety of reporting verbs and descriptors, the lack of precision in terminology limits your score in this criterion.

Grammatical Range and Accuracy — Band 5.5

You use a mix of simple and complex sentence structures, such as 'The pie charts depict...' and 'In 2010, the figures... rose, reaching 35%'. There are some grammatical errors, such as 'The proportion for Spanish fell from 20% to 10% in 2010' (which is clear) contrasted with 'the total pupils who able to speak' (missing 'were') and 'The figure of another speeches rise' (incorrect verb tense). While these errors do not significantly impede communication, they are frequent enough to prevent a higher score. Focusing on subject-verb agreement and consistent tense usage will help improve your accuracy.

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