Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-19

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 chart illustrates the percentage of British students who speak other languages in addition to English, at a specific university in England, in 2000 and 2010.

Overall, it is clear that the majority of students spoke no other language besides their mother tongue in both years. In comparison, the scope of Spanish, French and other two languages were declined by the passage of time, whereas, German interest remains the same throughout the period.

In 2000, the largest share was highest for no other language sector, which was 30%, and it increased to 35% in 2010. Spanish and French spoken student had contributed the second-largest share 20% and 15% respectively, while they fell by 10% and 5% , in 2010.

Meanwhile, the two other languages and another language spoken students, contributed 10% and 15% of the shares, while they rose to 15% and 20%, respectively. In contrast, the number of German-speaking students remained the same in both years.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The student covers all parts of the task by reporting the main features of the two pie charts and making relevant comparisons between 2000 and 2010. A clear overview is provided, noting that 'no other language' remained the largest category and that Spanish and French declined while German remained constant. However, there is a slight inaccuracy in the summary phrasing where the student states that 'the scope of Spanish, French and other two languages were declined,' whereas 'other two languages' (two other languages) actually increased from 10% to 15%. Aside from this minor slip, the data points are accurately cited (e.g., 30% to 35% for no other language, 20% down to 10% for Spanish). Overall, the response fulfills the requirements of Task 1 well.

Coherence and Cohesion — Band 6.5

The response is logically organized with a clear introduction, an overall summary paragraph, and separate body paragraphs detailing the data for 2000 and 2010. Cohesive devices such as 'In comparison,' 'Meanwhile,' and 'In contrast' are used to guide the reader through the data points. Paragraphing is handled appropriately, ensuring each section has a distinct focus. Referencing is generally clear, though occasional awkward phrasing in transitions slightly disrupts the natural flow of ideas. Overall, the essay maintains a coherent structure and clear logical progression throughout.

Lexical Resource — Band 5.5

The student demonstrates an adequate range of vocabulary suitable for Task 1, including terms such as 'illustrates,' 'proportion,' 'majority,' and 'share.' There are some attempts to use less common vocabulary, but these are occasionally marred by awkward phrasing or word choice errors, such as 'the scope of Spanish... were declined' and 'Spanish and French spoken student had contributed.' Spelling is generally accurate, and vocabulary is sufficient to convey the main features and comparisons clearly, though precision is lacking in places.

Grammatical Range and Accuracy — Band 5.5

The student attempts a mix of simple and complex sentence structures, such as relative clauses and comparative forms. However, grammatical accuracy is inconsistent. There are noticeable errors in subject-verb agreement and voice, such as 'the scope... were declined' and 'Spanish and French spoken student had contributed' instead of 'The proportion of students speaking Spanish and French contributed.' Punctuation is generally acceptable, but frequent minor grammatical slips indicate a mixed control of complex structures. Communication is not impeded, but errors prevent the response from reaching a higher band.

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