Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-01
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 two pie charts compares the proportion of British students at one university who were bilingual or multilingual other than English in 2000 and 2010.
Overall, Spanish was the most popular language in 2000 followed by French whereas another language accounted for the largest proportion other than English in 2010.
The largest share of British students spoke Spanish in 2000, at 20% followed by 15% both French and another language in addition to English. Only 10% of students spoke both German and two other languages than English. Around one third of students did not speak no other language than English.
Around 35% students spoke no other language than English in 2010, the highest share of the chart. While Spanish and French both recorded a gradual decrease among the British students at approxmately 10% while another language other than English experienced a sharp increase at 20%. German speakers stayed the same at 10% while 15% of students spoke two language other than English in 2010.
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 response successfully addresses all parts of the task by selecting and reporting the main features of the charts and providing relevant comparisons. You clearly identified overall trends and individual data points for 2000 and 2010. However, some areas are slightly under-developed or contain minor inaccuracies in data interpretation—for instance, stating that Spanish and French both recorded a gradual decrease down to approximately 10% overlooks some of the finer nuances in the chart, and there is a slight confusion regarding German speakers ('stayed the same at 10%' when German only was 10% in both years). Despite these minor lapses, an appropriate overview is provided, and the key features are adequately covered to satisfy the requirements of this level.
Coherence and Cohesion: Band 6.0
The response has a coherent overall arrangement with a clear structure, separating the introduction, overview, and body paragraphs for each year. Information and ideas are logically sequenced, guiding the reader from a general summary to specific data details. Cohesive devices such as 'Overall', 'whereas', and 'While' are used to connect ideas, though some referencing and transitions can feel slightly mechanical or repetitive in structure. Paragraphing is used appropriately to group related information, ensuring that the overall progression of the essay remains clear, even if the flow between sentences could occasionally be smoother.
Lexical Resource: Band 5.5
You use an adequate range of vocabulary for the task, successfully incorporating terms such as 'proportion', 'bilingual or multilingual', 'accounted for', and 'gradual decrease'. There are some attempts to use less common vocabulary, but these are occasionally accompanied by minor inaccuracies in word choice or phrasing, such as 'did not speak no other language than English' (which contains a double negative) and 'approxmately' (spelling error). Additionally, phrasing like 'two language other than English' lacks proper pluralization. These lexical errors and awkward collocations do not impede communication, but they prevent the vocabulary score from rising into the higher bands.
Grammatical Range and Accuracy: Band 5.5
The essay demonstrates a mix of simple and complex sentence forms, utilizing structures like relative clauses and comparative constructions effectively. There are some errors in grammar and punctuation throughout the text—for example, subject-verb agreement issues such as 'The two pie charts compares' instead of 'compare', and prepositional or structural slips like '35% students spoke' instead of '35% of students spoke'. However, these grammatical errors are relatively infrequent and rarely impede communication, allowing the reader to follow your data reporting without difficulty. Good control is shown over basic sentence patterns, whilst attempts at complex structures are generally understandable.
See this exact question answered at other band scores. The same prompt compared across bands.
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