Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-06
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 illustrates the percentages of british students who are at one university in England if they were able to speak different language in addition to English in between 2000 and 2010
Overall, students who spoke no language other than English formed the largest group in both years. The proportions speaking Spanish or French declined, while those speaking another language or two other languages increased, and the figure for German remained unchanged.
In 2000, 30% of the student spoke no other language followed by, spanish is second hold the 20%. However, french and another language each represented 15%. The remaining students divided equally between german and two other languages account for 10% each.
By the 2010, the percentage of no other language had risen to 35%. The figures for another language and two other language also increased reaching 20% and 15% respectively. However, the proportion of speak spainish only fell from 20% to 10%. while french declined from 15% to 10%. German remain unchanged, at 10 each.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 7.0
The response successfully addresses all parts of the task by reporting the main features and making relevant comparisons between the two years. An effective overview is provided right at the beginning, noting the dominant category of students with no other language, the decline in Spanish and French, the increase in multilingual speakers, and the stability of German. The key data points are accurately cited, such as the 30% to 35% rise for monolingual students and the drop in Spanish from 20% to 10%. However, the response stops just short of a higher band because some data details could be further extended or integrated more analytically to fully develop all parts of the visual information.
Coherence and Cohesion: Band 6.5
The text demonstrates a clear logical organisation and progression throughout. Information is divided into a logical sequence of introduction, overview, and separate body paragraphs for each year. Cohesive devices are used reasonably well to guide the reader, as seen with phrases like 'Overall', 'In 2000', and 'By the 2010'. However, cohesion occasionally feels slightly mechanical or features minor lapses in referencing, such as the punctuation slip before 'spanish' and the awkward transition in the final sentence. To reach the next band, paragraphing and cohesive links need to feel more sophisticated and seamlessly integrated without minor structural hiccups.
Lexical Resource: Band 5.5
The vocabulary used is adequate to communicate the main features of the charts, but it reflects limitations typical of this band level. The student attempts some less common phrases like 'proportions speaking' and 'remained unchanged', but also makes noticeable word choice and spelling errors, such as 'british' (capitalisation), 'speak spainish only', and 'german remain unchanged, at 10 each'. There is also some repetition of structural phrasing. These lexical inaccuracies do not prevent understanding, but they restrict the response from achieving a higher score where greater precision and stylistic awareness are required.
Grammatical Range and Accuracy: Band 5.0
The response employs a mix of simple and complex sentence forms, demonstrating some variety in structure. However, control over grammar and punctuation is inconsistent, with frequent errors that place the writing at this level. Examples include subject-verb agreement and article issues such as 'The two pie charts illustrates' and 'the percentage of no other language', as well as prepositional and structural errors in 'student spoke', 'By the 2010', and 'two other language'. Punctuation errors also occur, such as the comma splice in 'followed by, spanish is second'. While meaning remains clear, the density of these errors prevents the essay from moving into higher grammar bands.
See this exact question answered at other band scores. The same prompt compared across bands.
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