Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · Cambridge IELTS 11 · 2026-09-24

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 7.0)

The pie charts illustrate the proportions of British students who were able to speak other languages in addition to English at one university in England in 2000 and 2010. Overall, the percentage of students who could only speak English was the highest in both years. The proportion of students who could speak another language or two other languages increased, while the percentages who could speak French or German declined.

By far students who could only speak English accounted for the largest proportion in both 2000 and 2010 at 30% and 35%, respectively. The percentage of students able to speak Spanish and French declined to 10% in 2010, while German accounted for 10% in both years.

Meanwhile, the percenatge of students who could speak two other languages rose from 10% in 2000 to 15% in 2010. Similarly, the number of students who could speak any other language increased to 20% in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The student successfully covers all key parts of the task by reporting the main features of the two pie charts and making relevant comparisons between 2000 and 2010. An appropriate overall trend is identified, such as the increase in students speaking another language and the decline in French and German. Specific data points are accurately cited, for instance noting that students who could only speak English accounted for 30% in 2000 and 35% in 2010, and that two other languages rose from 10% to 15%. The response is well-supported with factual figures from the visual data, fulfilling all requirements of Academic Task 1 without any notable omissions or invented data.

Coherence and Cohesion: Band 7.0

The response exhibits a clear logical organisation and progression throughout. The information is grouped effectively into an introduction with an overview, followed by body paragraphs detailing specific categories. Cohesive devices and transitional markers such as 'Overall', 'By far', and 'Meanwhile' are used appropriately to guide the reader through the data. Paragraphing is used sufficiently and appropriately, separating the general overview from the detailed body points. Referencing between years and categories is clear and easy to follow, contributing to an overall coherent structure.

Lexical Resource: Band 6.5

The student demonstrates an adequate to sufficient range of vocabulary suitable for an Academic Task 1 response, using appropriate phrasing such as 'illustrate the proportions', 'accounted for the largest proportion', and 'declined'. Less common lexical items are attempted with some awareness of style and collocation, although there is a slight spelling error with 'percenatge' in the final paragraph. Despite this occasional slip, the vocabulary is precise enough to convey the data accurately and does not impede communication.

Grammatical Range and Accuracy: Band 7.0

The writing contains a good mix of simple and complex sentence structures, such as relative clauses ('students who could only speak English') and comparative constructions. Grammatical control is generally strong with frequent error-free sentences. Punctuation is used accurately, and minor slips do not impede understanding. The structure of the sentences allows for clear articulation of complex statistical relationships between the two given years.

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