Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-25
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 charts here depicts the ratio of British students at a university of England who can speak other language in addition to English. We can compare the percentage of students speaking other speech in years 2000 and 2010 with the help of given pie chart.
Overall, the segment of Another Language is increased by 5 percentage of students .Rest of the segment like Spanish have decreased to half in 2010 then in 2000.
The segment of No other Language has also increase to 35 percentage 2010 from 30 percent in 2000 which means students of coming generation are less interested in learning new language other than English. The proportion of French Language is also decreased by less than half to 10 percent in 2010 from 15 in 2000.
The segment of two other language in addition to English has been increased to 15 percent in 2010. The segment of German speech has not been changed and remains same as 10 percent in 2000 and 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response — Band 6.0
The response covers the main features of the charts, including the increase in students speaking 'another language' and the stability of German. However, the analysis is somewhat superficial. For instance, the statement that 'students of coming generation are less interested in learning new language' is an unsupported inference rather than a summary of the data. Additionally, the overview is slightly inaccurate; while the 'another language' segment increased, the summary fails to capture the complexity of the data effectively. The comparison between years is present, but the report lacks a clear, cohesive synthesis of the trends, which prevents it from reaching a higher band.
Coherence and Cohesion — Band 6.0
The response is organized into paragraphs, which helps the reader follow the information. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'The segment of...'). The transition between the overview and the body paragraphs is abrupt. While there is a logical progression from the general overview to specific details, the referencing is occasionally unclear, and the flow between sentences could be improved by using a wider variety of linking words to connect the data points more fluidly.
Lexical Resource — Band 5.5
The vocabulary is adequate for the task but lacks precision and variety. There are several awkward collocations and word choices, such as 'speaking other speech' instead of 'speaking other languages' and 'segment of Another Language' instead of 'category' or 'proportion'. The phrase 'coming generation' is also slightly informal and imprecise for an academic report. To improve, you should focus on using more academic terminology related to data description, such as 'proportion', 'category', 'fluctuated', or 'remained stable', rather than repeating 'segment' or 'speech'.
Grammatical Range and Accuracy — Band 5.5
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors. Examples include 'The charts here depicts' (subject-verb agreement), 'ratio of British students... who can speak' (tense inconsistency with the past data), and 'decreased to half in 2010 then in 2000' (incorrect comparative structure). While these errors do not completely impede communication, they are noticeable and occur throughout the text. You need to pay closer attention to subject-verb agreement, correct tense usage when describing past data, and accurate comparative structures.
See this exact question answered at other band scores — the same prompt compared across bands.
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