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 at a university in England between the years 2000 and 2010. The results were measured in percentages.

Overall, the ability to speak more than one language by students was recorded higher, as compared to solely relying on English. The trends for speaking two other languages at the same time were increasing, in contrast Spanish and French recorded a gradual drop after a 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 increase from 30% in 2000 to 35% in 2010.

Spanish experienced a major decline of 10% in the year 2010 as compared to past. The students preference for French also decreased to a 10% from 15%. German was the only language which remained stable throughout those years.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student addresses the prompt by summarising the main features of the charts comparing 2000 and 2010. There are a few inaccuracies in naming and interpreting the data, such as calling the visual a 'bar chart' instead of pie charts, and stating that German 'remained stable' when Spanish also stayed at 10% (though Spanish decreased overall as a category). An overview is provided, and key figures like the rise in monolingual students (30% to 35%) and declines in French (15% to 10%) and Spanish (20% to 10%) are reported. However, some categories like 'Another language' and 'Two other languages' are slightly confused in their descriptions. This performance corresponds to Band 6.0.

Coherence and Cohesion — Band 6.0

The response is arranged into four paragraphs, beginning with an introduction, an overview, and body paragraphs detailing specific data points. Logical progression is generally maintained, though the connection between sentences can feel a bit disjointed at times. Cohesive devices are used ('Overall', 'in contrast', 'as compared to'), but referencing and transitions are occasionally mechanical. Paragraphing is attempted appropriately to group related ideas. This meets the descriptors for Band 6.0.

Lexical Resource — Band 6.0

The student uses an adequate vocabulary range for the task, attempting some less common phrases such as 'monolingual students', 'gradual drop', and 'remained stable throughout'. However, there is a noticeable spelling and word choice error in the very first sentence ('porportion' instead of 'proportion'), and some phrasing is awkward or unnatural (e.g., 'Another language speaking capacity'). These errors do not impede overall communication, placing this criterion at Band 6.0.

Grammatical Range and Accuracy — Band 6.0

A mix of simple and complex sentence forms is attempted, such as 'Another language speaking capacity rose by 5% in the year 2010 as compared to past, which complemented rise in rate...' There are several grammatical errors and missing articles, such as 'The students preference' (missing apostrophe), 'compared to past' (missing article 'the'), and 'complement rise in rate' (missing article). Despite these errors, the structures remain generally clear and do not impede the reader's understanding, fitting the Band 6.0 descriptor well.

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

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