Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-15

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 bar chart illustrates the porportion of Spanish, French, German and other languages spoken by British students in a single university of England between the year 2000 and 2010. The results were measured in percentage.

Overall, the ability to speak more than one language by students was seen higher, as compared to solely relying on English. The trends for speaking two other languages at a same time were positively climbed, in contrast Spanish and French recorded a gradual drop after a some time.

Another language speaking capacity rose by 5% in the year 2010 as compared to past, which complemented rise in rate of the two other languages. The monolingual students increased from 30% in 2000 to 35% in 2010.

Whereas, Spanish experienced a major decline of 10% in the year 2010 as compared to past. The Students preference for French also decreased to a half from 10%. German was the only language which remained stable throughout those years.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student addresses all parts of the task by identifying and reporting the main features of the charts from 2000 and 2010. An overview is provided in the second paragraph, capturing the general trend that multiple language proficiency was common. Key data points are selected and compared, such as the increase in monolingual students from 30% to 35% and the decline in Spanish speakers. However, there are some minor inaccuracies in data interpretation, such as stating that French decreased "to a half from 10%" when the chart shows a drop from 15% to 10% (or misreading specific segments). Despite these minor misreadings, the response successfully highlights the major comparisons and meets the core requirements of Task 1.

Coherence and Cohesion — Band 6.0

The response is arranged coherently with a logical overall progression, moving from an introductory statement and overview into detailed body paragraphs discussing specific language categories. Paragraphing is used appropriately to separate ideas. Cohesive devices are generally evident, with transitional phrases like "Overall," "Another language speaking capacity," and "Whereas,"; however, some referencing is slightly awkward or mechanical (e.g., "after a some time"). Paragraph transitions keep the flow readable, although clearer cohesive links between sentences would elevate the structure further.

Lexical Resource — Band 6.0

The student attempts a range of vocabulary suitable for an academic task, using terms such as "proportion," "monolingual," "gradual drop," and "stable." There are some noticeable lexical and word-formation errors, such as "porportion" (spelling mistake), "speaking two other languages at a same time were positively climbed," and "Another language speaking capacity." While these errors occasionally distract, the vocabulary is adequate to convey the intended message and fulfills the basic requirements for a band 6.

Grammatical Range and Accuracy — Band 5.5

The student uses a mix of simple and complex sentence forms, demonstrating some control over structure. However, there are frequent grammatical errors throughout the text, including subject-verb agreement issues and awkward phrasing (e.g., "the ability to speak more than one language by students was seen higher," "after a some time," and "The Students preference"). Punctuation is generally acceptable, but grammatical inaccuracies persist and occasionally cause slight strain for the reader, placing the grammar firmly in the band 5.5 to 6 range.

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

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