Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-23

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 illustrates the percentage of students in a British university who were able to speak English and other languages spanning from 2000 and 2010.

Overall, the percentage of students who spoke no other language increased significantly throughout the period, the amount of British who spoke another language also improved during the period whereas, that of Spanish speakers decreased. Hence, those who spoke German language remained constant.

From the information provided, the percentage of learners who spoke no other language started at 30% in 2000 and improved to 35% in 2010, accounting for the most English speakers. This was followed by Spanish speakers, starting at 20% in 2000 but having a decline to 10% in 2010. The number of students that spoke French also reduced from 15% to 10% in 2010.

Furthermore, about 15% of learners spoke another language in 2000, this rose to 20% in 2010. However, 10% that spoke two other languages surged to 15% in 2010. Therefore, the percentage of students who spoke German remained constant at 10% through out the period.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response successfully identifies the main features and makes relevant comparisons. You have clearly highlighted the trends for each language category over the ten-year period. However, there are some inaccuracies in the data reporting; for instance, you state that the percentage of students who spoke no other language 'improved', which is an inappropriate use of the word in this context, as an increase in the 'no other language' category is not an improvement in language skills. Additionally, the overview is slightly confusing as it lists specific trends rather than summarizing the most significant changes. To reach a higher band, ensure your overview captures the 'big picture' trends, such as the overall decline in proficiency in specific languages like Spanish and French.

Coherence and Cohesion — Band 6.5

The essay is organized into logical paragraphs, with a clear introduction, overview, and body paragraphs. You use cohesive devices such as 'Overall', 'From the information provided', and 'Furthermore' to guide the reader. However, some transitions are slightly mechanical, and the logical flow between sentences could be smoother. For example, the transition 'Therefore' in the final paragraph does not logically follow the previous sentence about two other languages. Improving the variety of cohesive devices and ensuring they are used to connect ideas more naturally would enhance the coherence of your writing.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportions', 'surged', and 'remained constant'. However, there are some issues with word choice and collocation. Using 'improved' to describe an increase in the 'no other language' category is inaccurate. Additionally, 'amount of British' is incorrect; 'proportion of British students' or 'percentage of students' would be more precise. To improve, focus on using vocabulary that accurately reflects the data trends and avoid repeating the same structures. Expanding your range of synonyms for 'increase' and 'decrease' will also help you achieve a higher score.

Grammatical Range and Accuracy — Band 6.0

You use a mix of simple and complex sentence structures, which is appropriate for this task. There are some grammatical errors, such as subject-verb agreement issues ('The pie charts illustrates') and minor punctuation errors. Some sentences are slightly awkward, such as 'the amount of British who spoke another language also improved'. While these errors do not impede communication, they occur frequently enough to prevent a higher score. To improve, pay closer attention to subject-verb agreement and ensure that your sentence structures are grammatically sound. Practicing the use of complex sentences with accurate relative clauses would be beneficial.

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