Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-08-30

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 illustrate the percentage of english students who had the ability to speak other languages apart from English, in 2000 and 2010, studying at one of England's university.

In the year 2000, students who were able to speak other languages was at 70 percent, including 20% speaking Spanish only, 15% speaking French only and 10% students speaking German only. Out of the remaining 25%, 10% were able to speak two other languages and remaining 15% using other languages apart from Spanish, German and French. The outstanding 30% of students were able to speak English only.

While, in the year 2010, the percentage of studnets speaking other languages droppes to 65%, with Spanish, German and French speakers comprising of 10% each, with 15% of students speaking two other languages. 20% of students used other languages, apart from the mentioned three. And the residual 35% students speaking only English, which is 5% more then the year 2000.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all parts of the task by identifying the main features of the charts for both 2000 and 2010. You successfully selected and reported key data points, such as the decline in the percentage of students speaking other languages and the rise in English-only speakers. However, the analysis is somewhat descriptive and lacks a clear overview or a synthesis of the most significant trends. To reach a higher band, ensure you provide a clear summary statement that highlights the overall shift between the two years rather than just listing data points. The information is accurate, but the comparison could be more analytical.

Coherence and Cohesion — Band 6.0

The response is logically organized into three paragraphs: an introduction and two body paragraphs focusing on each year. Cohesive devices are used, such as 'In the year 2000', 'While', and 'the residual', which help guide the reader. However, the transition between the two years could be smoother. The use of 'While' at the start of the second paragraph is slightly awkward as it does not effectively contrast the two distinct time periods. Improving the variety of linking words and ensuring that each paragraph has a clear topic sentence would enhance the flow of the report.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportions', 'comprising', and 'residual'. There are some minor errors in word choice and spelling, such as 'studnets' and 'droppes', which are likely slips but affect the overall impression. Additionally, the phrase 'outstanding 30%' is slightly unnatural in this context; 'remaining' or 'the rest' would be more appropriate. To improve, focus on using more precise academic vocabulary and ensure careful proofreading to eliminate simple spelling errors that detract from your otherwise clear communication.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, such as 'studying at one of England's university' (should be 'universities'), 'students... was at 70 percent' (subject-verb agreement error), and '5% more then the year 2000' (should be 'than'). 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 the correct use of comparative structures. Increasing the variety of complex sentence forms while maintaining accuracy will also help boost your score.

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

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