Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-08-10

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 pie charts illustrate the proportions of British students at a particular university who could speak languages in addition to English in 2000 and 2010.

Overall, the proportions of bilingual students and those unable to speak another language remained relatively similar across the two years, with only minor changes.

In both 2000 and 2010, bilingual students accounted for the largest proportion of students, at 70% and 75%, respectively, whereas the remaining 30% and 25% of students couldn't speak any language other than English.

Spanish and French speaking students represented the second largest group at the university in 2000 accounting for 35% of the total, before declining to 20% in 2010. The proportion of German-speaking students remained the same over the two years with 10% of all students.

The proportion of students who could speak another language increased from 15% in 2000 to 20% in 2010. Similarly, students who could speak two languages accounted for 10% of all students in 2000, rising to 15% in 2010.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

You have successfully identified the main features of the charts and provided a clear overview. You accurately compared the data between 2000 and 2010. However, there is a significant issue with the data interpretation. You state that 'bilingual students accounted for the largest proportion... at 70% and 75%'. Looking at the charts, these figures represent the total percentage of students who speak at least one other language, not just 'bilingual' students. Furthermore, the breakdown of specific languages (Spanish/French, German, etc.) does not clearly reconcile with the total percentages provided in the first chart, leading to some confusion in the reporting of the data. Ensure you distinguish clearly between the categories provided in the visual data.

Coherence and Cohesion — Band 6.5

The response is logically organized with a clear introduction, overview, and body paragraphs. You use cohesive devices such as 'whereas', 'similarly', and 'before declining to' to link ideas effectively. The progression of information is easy to follow, moving from the general overview to specific language groups. Paragraphing is used appropriately to separate the main trends. To reach a higher band, ensure that the transition between the general categories and the specific language breakdowns is more seamless, as the current structure feels slightly disjointed when moving from the percentages of bilingualism to the specific language groups.

Lexical Resource — Band 6.0

You demonstrate a sufficient range of vocabulary to convey the information clearly. Phrases like 'accounted for', 'remained relatively similar', and 'represented the second largest group' are used accurately. There is some repetition of 'proportion' and 'students', which limits the sophistication of the response. To improve, try to incorporate more varied synonyms or descriptive language to describe trends, such as 'constituted', 'comprised', or 'fluctuated'. The vocabulary is adequate for the task and does not impede communication, but it lacks the flexibility and precision required for higher bands.

Grammatical Range and Accuracy — Band 7.0

Your grammar is generally accurate, and you use a mix of simple and complex sentence structures. For example, the use of subordinate clauses with 'whereas' and 'before declining to' shows good control. There are very few grammatical errors, and the punctuation is handled correctly. The sentences are clear and easy to read. To achieve a higher band, you could experiment with a wider variety of complex structures, such as using passive voice or more advanced relative clauses, to demonstrate greater grammatical flexibility while maintaining the high level of accuracy you have already achieved.

See this exact question answered at other band scores — the same prompt compared across bands.

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