Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-23
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 university students able to speak other languages at their university in 2000 and in 2010. Overall, the number of students who spoke Spanish language were quite high in 2000 and in 2010 as well. In both charts, it is quite evident that most of the students did not speak any other language.
In 2000, 15% of the students knew French. 10% knew German as well. 15% of the students spoke other languages. Nearly 1/ 4rth of the students did not know any other language. 10% of the students knew two other languages.
In 2010, the number of German-speaking students remained the same at 10%. The proportion of Spanish- and French-speaking students was the same at 10%. The number of students with no knowledge of other languages started to rise in 2010 and comprised 35%. The number of other language-speaking students also increased and reached 20%.
In conclusion, the ratio of students who did not know any other language was quite high in 2000 and in 2010. The Spanish- speaking students also decreased in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 6.0
The student covers most of the key features of the charts, providing an overview and comparing data between 2000 and 2010. However, there are some minor inaccuracies in the data reporting. For instance, the student states that 'Nearly 1/ 4rth of the students did not know any other language' in 2000, whereas the chart clearly shows 30%. Additionally, Spanish was 20% in 2000 and dropped to 10% in 2010, which is mentioned, but the description of overall trends could be more thoroughly supported. Nevertheless, an adequate overview is provided and the main features are successfully identified. This aligns well with the Band 6 descriptors for Task Achievement.
Coherence and Cohesion: Band 6.5
The response is logically organized with a clear overall progression. It is divided into appropriate paragraphs, starting with an introduction and overview, moving into body paragraphs for each year, and finishing with a conclusion. Cohesive devices are used, such as 'In 2000', 'In 2010', and 'In conclusion', although referencing is sometimes slightly mechanical. Paragraphing is used sufficiently and appropriately, guiding the reader through the data comparison. This meets the criteria for Band 6.5 to 7.0, and is best placed at Band 6.5, rounded to 6.0 or 7.0; given the clear logical arrangement, a Band 7.0 is well-supported.
Lexical Resource: Band 6.0
The student uses an adequate range of vocabulary for the task, including terms like 'proportion', 'comprised', and 'percentage'. There are some attempts at less common vocabulary, but also some awkward phrasing and minor errors, such as 'spanish- speaking students' and 'number of students who spoke Spanish language were quite high' (where 'percentage' or 'proportion' would be more precise than 'number'). Spelling is generally accurate ('british' is uncapitalized, which is a minor slip). The vocabulary is sufficient to convey the meaning, fitting comfortably within Band 6.
Grammatical Range and Accuracy: Band 6.0
The response contains a mix of simple and complex sentence forms, such as 'The pie chart illustrates the percentage of british university students...'. There are some grammatical errors, such as subject-verb agreement issues ('the number of students who spoke Spanish language were...'), where 'was' is required. However, these errors do not impede communication. Punctuation is generally fine, and the range of structures allows the student to make necessary comparisons. This performance matches Band 6 criteria, where a mix of simple and complex structures is used with some errors present.
See this exact question answered at other band scores. The same prompt compared across bands.
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