Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-09-30
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 illustrate information about the numbers of British Learners who had the capability to speak different languages in addition to english over a period of 10 year decade from 2000 to 2010.
Overall, it is apparent that no students with no other language skill had the largest share throughout the period, meaning that there were larger number of these individuals at that time, followed by Spanish and french learners which then experienced a drop in number. Conversely, Two other languages and another language learners had witnessed an increase over the period, while German language learners remained relatively the same.
Looking at the details, it could be seen that no other language learners at the begining of period were at percentage 30, and experienced a gradual surge to 35 in 2010. While, spanish learners dropped from 20 to 10 during the period, and french witnessed a decline from 15 in 2000 to 10 in 2010. On the other hand, Two other languages and another language british students rose up dramatically from their respective percentages by 5% each.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.0 |
| Coherence and Cohesion | 6.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 6.0
The student successfully addresses all parts of the task by reporting the main features of the two pie charts and providing relevant comparisons. The response outlines the key data points, such as the predominance of students with no other language and the declining trends in Spanish and French speakers, alongside the increases in students speaking another language or two other languages. An overview is present, summarising the main general trends. Data points cited, such as the rise of the 'no other language' group from 30% to 35% and Spanish dropping from 20% to 10%, accurately reflect the provided visual data. The response meets the 150-word requirement and develops the ideas sufficiently for a Band 6.5 to 7.0 level.
Coherence and Cohesion: Band 6.0
The response is logically organised with a clear overall progression. It begins with an introductory sentence, followed by an overview paragraph, and then a details paragraph. Cohesive devices such as 'Overall', 'Conversely', 'Looking at the details', and 'On the other hand' are employed to guide the reader through the data. Paragraphing is used appropriately to separate the overview from the specific details. However, referencing is occasionally mechanical, and some phrasing could be smoother. Overall, the structural arrangement creates a coherent text that is easy to follow.
Lexical Resource: Band 5.5
The student demonstrates an adequate range of vocabulary for the task, attempting some less common items such as 'capability', 'predominance', 'experienced a drop', and 'gradual surge'. However, there are noticeable spelling errors ('english' instead of 'English', 'begining' instead of 'beginning', 'spanish' instead of 'Spanish') and some awkward word choices or phrasing like 'students with no other language skill had the largest share'. While these minor lexical errors do not impede communication, they prevent the score from reaching a higher band. A more precise control of collocation and accurate spelling are needed for a Band 7.
Grammatical Range and Accuracy: Band 5.5
The writer uses a mix of simple and complex sentence forms, incorporating relative clauses and subordinate structures successfully (e.g., 'British Learners who had the capability to speak...'). There are some grammatical and punctuation inaccuracies throughout the text, such as capitalisation errors ('english'), missing articles ('larger number of these individuals'), and occasional awkward phrasing ('no students with no other language skill had the largest share'). Despite these errors, the meaning remains clear and communication is not impeded. The control of grammar aligns well with the Band 6 descriptors.
See this exact question answered at other band scores. The same prompt compared across bands.
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