Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 11 · 2026-08-18

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 7.0)

The charts compare the proportions of British students at a university in England who could speak languages other than English in 2000 and 2010.

Overall, the percentage of students who spoke only English decreased considerably over the ten-year period. In contrast, the proportions of students who could speak Spanish, French, German, or another language generally increased.

In 2000, 30% of British students were unable to speak any language other than English. The most common additional language was French, spoken by 15% of students, while Spanish was spoken by 10%. German and other languages accounted for 10% and 15% respectively. A further 10% of students could speak two other languages.

By 2010, the proportion speaking only English had fallen to 20%. Spanish became more popular, rising to 15%, while French remained relatively stable at around 10%. The percentage speaking German increased to approximately 15%. There was also a rise in the proportion speaking another language, reaching about 20%. Overall, the figures indicate a growing ability among students to communicate in languages besides English.

AI examiner evaluation

Task Achievement / Task Response — Band 7.0

You have successfully identified the main trends and provided a clear overview of the data. You covered all parts of the task by comparing the two years and highlighting the key shifts in language proficiency. The data is accurately reported, and you made relevant comparisons, such as noting the decline in 'only English' speakers and the rise in Spanish and German proficiency. To reach a higher band, ensure that all figures are perfectly aligned with the provided charts; for instance, ensure your interpretation of 'other languages' vs 'two languages' is precise. Overall, the response is well-focused and meets the requirements of the task effectively.

Coherence and Cohesion — Band 7.5

The response is logically organized with a clear introduction, an overview, and two body paragraphs focusing on the specific data for 2000 and 2010. The progression of ideas is smooth, and you use cohesive devices such as 'In contrast,' 'By 2010,' and 'while' to link information effectively. Paragraphing is used appropriately to separate the years, which helps the reader follow the comparison. The flow is natural, and there is no evidence of mechanical or repetitive referencing. The structure is clear and supports the overall purpose of the report.

Lexical Resource — Band 6.5

You demonstrate a sufficient range of vocabulary to convey the information with precision. Phrases like 'proportions of British students,' 'remained relatively stable,' and 'growing ability' are used accurately. You avoid repetition by using varied verbs such as 'decreased,' 'fallen,' 'rising,' and 'accounted for.' While the vocabulary is appropriate and functional, incorporating a few more sophisticated or less common collocations related to data trends (e.g., 'a marginal shift' or 'a significant surge') would help elevate the lexical range toward the higher bands. The spelling is accurate throughout.

Grammatical Range and Accuracy — Band 7.0

Your writing displays a good mix of simple and complex sentence structures. The grammar is generally accurate, and the majority of your sentences are error-free. You handle comparative structures well, such as 'The most common additional language was French, spoken by 15% of students.' Punctuation is used correctly to manage clauses. There are no significant grammatical errors that impede communication. To achieve a higher score, you could experiment with more varied complex sentence patterns, such as using participle clauses or passive voice constructions to further enhance the academic tone of the report.

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