Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-05

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 given pie chart depicts the percentage of British students who were able to speak other languages in addition to English at one university in England, in 2000 and 2010.

Overall, it is evident that the majority of students in 2000 and 2010, were not able to speak other language except English. Initially, Spanish was very popular in 2000, although in 2010 most people could speak another language.

In 2000, 30% of students were not able to speak other language, and the figure rose to 35% in 2010. Moreover, 20% of British students could speak Spanish in 2000 and the figure decreased to half in 2010. Furthermore, 15% of students were able to speak French in 2000 and the number of students declined to 10% in 2010.

Additionally, in 2000 and 2010, only 10% of students could speak German. 15% of students could speak another language in 2000, in contrast to 2010, where 20% of British students could speak another language. In 2000, only 10% of students could speak two other languages and in 2010 the figure increased to 15%.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers all parts of the task and identifies the main trends. However, there is a significant factual error in the overview: you state that 'the majority of students... were not able to speak other language except English' and then claim 'in 2010 most people could speak another language'. These statements contradict each other and the data provided. Furthermore, the overview lacks a clear summary of the most significant changes. While you have selected and reported key features, the accuracy of the interpretation is compromised by these conflicting statements, which prevents the response from reaching a higher band.

Coherence and Cohesion — Band 6.5

The response is logically organized with a clear introduction, overview, and body paragraphs. Paragraphing is used appropriately to group data. Cohesive devices such as 'Moreover', 'Furthermore', and 'In contrast to' are used to link ideas, although some transitions feel slightly mechanical. The progression of ideas is generally clear, though the internal logic within the overview is flawed due to the contradictory statements mentioned in the task achievement section. Overall, the structure is coherent and easy to follow.

Lexical Resource — Band 6.0

The range of vocabulary is adequate for the task, using terms like 'depicts', 'proportion', 'figure', and 'declined'. However, there are some repetitive patterns and minor inaccuracies, such as 'not able to speak other language' (should be 'other languages') and 'the figure decreased to half' (which is imprecise). There is little attempt to use less common or more sophisticated vocabulary to describe trends, which limits the score. To improve, focus on using more precise collocations and a wider variety of verbs to describe statistical changes.

Grammatical Range and Accuracy — Band 6.0

The response uses a mix of simple and complex sentence structures. There are several grammatical errors, particularly with articles and pluralization, such as 'speak other language' instead of 'speak other languages' and 'the number of students declined to 10%'. While these errors do not impede communication, they occur frequently enough to prevent a higher score. The punctuation is generally accurate, but the control over sentence structure could be more refined to demonstrate greater flexibility.

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

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