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 languages 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 languages, 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 the main features of the charts, providing data for both years and making relevant comparisons. However, there is a significant factual error in the overview: you state that 'most people could speak another language' in 2010, but the data shows that 35% spoke no other language, meaning 65% did. While you identify the main trends, the overview is slightly inaccurate. Additionally, the description of the data is somewhat mechanical, listing figures rather than synthesizing the information to highlight the most significant shifts, such as the decline in Spanish and French speakers versus the rise in those speaking 'another language'.

Coherence and Cohesion — Band 6.0

The essay is organized into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices such as 'Moreover', 'Furthermore', and 'Additionally' are used to link ideas. However, the progression of ideas within the body paragraphs is somewhat repetitive, as you list each category one by one rather than grouping them by trends (e.g., those that decreased vs. those that increased). The referencing is generally clear, but the flow could be improved by using more varied cohesive structures to connect the data points more fluidly.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing you to convey the necessary information clearly. You use terms like 'depicts', 'proportion', and 'in contrast to' appropriately. However, the range is somewhat limited and repetitive, relying heavily on phrases like 'the figure rose to' or 'the number of students declined to'. To reach a higher band, you should incorporate more varied synonyms for 'increase' and 'decrease' (e.g., 'surged', 'plummeted', 'fluctuated') and use more precise language to describe the proportions, such as 'a significant minority' or 'a marginal increase'.

Grammatical Range and Accuracy — Band 6.0

You demonstrate a mix of simple and complex sentence structures, which is sufficient for this task. Most sentences are clear and easy to follow. There are some minor errors, such as the unnecessary comma in 'in 2000 and 2010, were not able' and the slightly awkward phrasing 'the figure decreased to half in 2010' (which is mathematically ambiguous). While your control of grammar is generally good, the range of complex structures is somewhat limited. Increasing the use of subordinate clauses or passive voice constructions would help demonstrate greater grammatical flexibility.

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

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