Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-08

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 charts illustrate the percentages of British students able to speak different languages besides english in any one university of England in the years 2000 and 2010.

Overall, it is clear that no other language contributed the highest ratio among all in both years. Another language, Spanish, and two other languages proportions increased, while French spoken language decreased in ratio.

In detail, in 2000, the Bristish students, who spoke no other language accounted for the highest distribution to 30%, and two other language and German only each made up only 10%, respectively. Similarly another language and French only constituted of each 15%, and 20%was represented by Spanish language.

However, no other language accounted for 35% in 2010, making it still the dominated rate among all. Spanish, German, and French took up each 10%, respectively. Moreover, proportion of another language grew considerably from 15% to 20%, and similarly, two other languages rose significantly by 5% further from 10% to 15% in this period.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You provide a relevant overview, identifying that “no other language” was the largest category in both years and noting the growth in “another language” and “two other languages.” The figures you report are accurate, including the rise from 30% to 35% for students speaking no other language and the fall in Spanish from 20% to 10%. The response covers the main categories, but the overview is not fully precise: it says French decreased, without noting that German stayed unchanged, and it does not clearly summarise the overall shift toward students speaking additional languages. Develop the comparison by grouping the categories that rose, fell or remained stable, and make the overview capture the most important pattern across both charts.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate descriptions of the two years. This makes the information easy to follow, and transitions such as “Overall,” “In detail,” and “However” help signal the stages of the report. The progression is generally logical, with the 2000 figures followed by the 2010 figures. To move further, make comparisons more continuous rather than presenting the years mainly as separate lists. For example, connect the 2010 figures directly to their 2000 counterparts, and use clearer referencing where “it” or “this period” could refer to more than one category or change. This would make cohesion more flexible and less dependent on formulaic transitions.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “accounted for,” “constituted,” “proportion,” and “distribution,” and the meaning is generally clear. However, several choices are unnatural or imprecise for describing chart data. “Contributed the highest ratio” and “the dominated rate” do not collocate naturally, while “constituted of each 15%” is awkward. There are also spelling and form issues, such as “Bristish” and lowercase “english.” Aim for accurate, conventional chart language and avoid using several near-synonyms where a simple term such as “share” or “proportion” is clearer. More precise collocations would improve fluency and reduce the effort required to interpret some sentences.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including the overview sentence beginning “Overall” and the comparison using “from 15% to 20%.” Most of the data remains understandable, but some grammatical errors affect naturalness and control. For example, “another language and French only constituted of each 15%” has an incorrect verb pattern, and “Spanish, German, and French took up each 10%” has awkward placement of “each.” The phrase “the Bristish students, who spoke no other language accounted…” also needs clearer punctuation and sentence structure. Practise accurate subject–verb patterns, articles, and the placement of quantifiers, while retaining your attempts at complex comparisons. More consistently controlled sentences would strengthen the report.

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