Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The pie charts elucidates the ration of British students at a particular university in England who were able to speak diverse languages along with English in the year 2000 and 2010.

Taking a general overview, the highest language spoken along with English in 2000 is Spanish and the students who did not spoke any language other than English was higher than the Spanish speakers. However, in the year of 2010, the most spoken language was French only.

It is pellucid that the ratio of students was highest In speaking English inly which was 30% in 2000. The second most spoken language was Spanish only which was 20%. In addition to that, the percentage of French only and another language stood at 15% for each. While, the ratio of students speaking Two other languages and German stood at 10 % for each category.

Moving further, the lion' share for the most spoken language was English which was 35% in 2010. The second most spoken language in 2010 by the university students was French only which stood at 20%. Moreover, the percentage of students speaking two other languages was 15% in 2010. In addition to that, the students who spoke French, German and Spanish stood at 10% for individual category.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the charts and makes relevant comparisons between 2000 and 2010. You have identified the key trends, such as the shift in the most spoken language and the proportions of students. However, the analysis is somewhat mechanical, focusing on listing percentages rather than synthesizing the data into a more cohesive analytical report. To reach a higher band, ensure that comparisons are more integrated and that you highlight the most significant changes or contrasts more effectively rather than just reporting the figures for each category sequentially.

Coherence and Cohesion — Band 6.5

The essay is organized into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices are used, such as 'In addition to that', 'Moving further', and 'However', though some of these feel slightly repetitive or mechanical. The progression of ideas is generally clear, moving from the overview to specific details for each year. To improve, try to vary your linking phrases and ensure that the transition between sentences feels more natural and less like a list of data points.

Lexical Resource — Band 6.0

You have a sufficient range of vocabulary to convey the information, including terms like 'proportions', 'category', and 'ratio'. However, there are some inaccuracies in word choice and spelling, such as 'elucidates the ration' (should be 'illustrates the ratio'), 'English inly' (English only), and 'lion' share' (should be 'lion's share'). While these errors do not impede communication, they demonstrate a lack of precision. Expanding your range of descriptive verbs and adverbs would help elevate the quality of your writing.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. There are several grammatical errors, such as 'The pie charts elucidates' (subject-verb agreement), 'did not spoke' (should be 'did not speak'), and 'stood at 10% for individual category' (missing article). While these errors are frequent, they rarely impede the reader's understanding of the data. To achieve a higher band, you need to demonstrate more consistent control over verb tenses and article usage, and aim for a higher frequency of error-free sentences.

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

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