Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-07

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 first pie chart shows the percentage of british students who could speak languages other than English in 2000 . Spanish was the most common language at 20% , followed by french at 15% . German and two other languages accounted for 10% .

The second pie chart presents the figures for 2010 . Students speaking no other language increased to 35% . Spanish increased to 10% , while french also fell to 10% . however , the proportion speaking another language increased to 20% .

Overall , the charts show some noticeable changes between 2000 and 2010 . The percentage of students speaking no other language increased , while Spanish and French became less common .

In conclusion , Bristish students showed a mixed pattern in their language abilities . Some languages became less popular , whereas the number of students speaking other languages increased .

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including Spanish at 20% and French at 15% in 2000, and the rise in students reporting no other language to 35% in 2010. However, the account is only partial: it says Spanish “increased to 10%,” although this is a decrease, and it does not report the 2010 figures for German or two other languages. The overview also says the number speaking other languages increased, which is too broad because Spanish and French both declined and German stayed unchanged; the increase applies to “another language” and “two other languages.” The response is 147 words, below the required 150. Include the omitted comparisons and make the overall trends precise.

Coherence and Cohesion: Band 6.0

The response has a generally coherent sequence: it describes 2000, moves to 2010, and then gives an overall summary. This makes the main topic easy to follow. However, the overview comes after the year-by-year details, and the final “In conclusion” paragraph largely repeats the overview rather than adding a useful comparison. Some linking is also mechanical, with repeated “while” constructions. A clearer structure would begin with a concise overview, then group the key changes—for example, the decline in Spanish and French separately from the increases in no other language and the other-language categories. This would improve progression and reduce repetition while retaining the readable paragraphing.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “percentage,” “accounted for,” “proportion,” and “noticeable changes.” These choices help communicate the chart information, and the meaning is generally clear. Some wording is imprecise: “Spanish increased to 10%” conflicts with the data, while “languages became less popular” is a broad description of changes in student proportions rather than popularity. “Mixed pattern in their language abilities” is also vague for a chart about reported language categories. There are spelling and capitalisation slips, including “british,” “french,” and “Bristish.” Use the chart’s category labels consistently and choose precise verbs such as “fell,” “rose,” or “remained unchanged.”

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple sentences and some more developed structures, such as “Spanish was the most common language at 20%, followed by French at 15%” and the contrast in “while French also fell to 10%.” Most sentences are understandable, and grammatical errors do not prevent the reader from following the response. However, punctuation and sentence presentation are not consistently controlled: there are spaces before full stops and commas, and “however” begins a sentence without a capital letter. The repeated short sentence patterns also limit the range. Practise combining related comparisons into accurate complex sentences, while checking capitalisation and punctuation at the end of each sentence.

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