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 given illustrates the percentage of british students who were able to speak other languages in addition to english in two different years - 2000 and 2010.

Overall, Number of british student with langauge skill of no other language was higher in both years and increased in 2010. In contrast to French, German and Spanish showed decline in later year. However, more people learned one or two other languages in 2010 in comparison to 2000.

Initially, 30% of british students were not able to speak other language and that number increased to 35% in 2010. Proportion of studnets speaking Spanish and French reduced from 15% and 20% in 2000 to 10% and 10% in 2010 respectively. In contrast German only speakers accounted for 10% in both years.

Likewise, Proportion of another language and two other languages increased considerabely from 15% and 10% in first year to 20% and 15% in later year.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main pattern: the share reporting no other language rose, while Spanish and French fell, and the other-language categories increased. The figures you give are accurate, including the unchanged 10% for German. This covers the key comparisons, although the overview could be more precise: “no other language” was the largest single category in both years, rather than necessarily a majority, and “more people learned” suggests a change in numbers rather than proportions. The response is also below the required 150 words: 142 words were counted, with 12 words copied from the prompt excluded. Add a little more relevant comparison or clarify the overview to meet the minimum and develop the report more fully.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction, an overview, and two paragraphs reporting the figures. The progression from the broad trends to specific comparisons is easy to follow, and phrases such as “In contrast” and “Likewise” help connect ideas. However, some linking is mechanical or not quite logical: “In contrast to French, German and Spanish showed decline” is unclear because German did not decline, and “Likewise” does not clearly express the relationship between the final increases and the preceding comparison. Improve cohesion by grouping the declining categories together and the stable or rising categories together, using precise references such as “these proportions” rather than repeating broad labels.

Lexical Resource: Band 5.5

You use relevant chart vocabulary, including “percentage,” “proportion,” “accounted for,” and “increased,” so the meaning is generally clear. There is some useful variation in describing change, but several word-choice and spelling problems limit precision: “people learned” is not supported by a chart showing proportions, “language skill of no other language” is awkward, and “considerabely” is misspelled. There are also inconsistent capitalisations and misspellings such as “british,” “langauge,” and “studnets.” Aim for accurate, natural collocations and check spelling carefully. For example, describe students as “reporting no other language” and say a proportion “rose” rather than implying that the chart records learning.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex forms, including the contrast in “In contrast German only speakers accounted for 10% in both years” and the comparison using “from … to …”. Most of the information remains understandable, but some grammatical errors recur. The opening should be “The pie charts illustrate,” since the plural subject takes a plural verb. Other examples include “Number of british student … was higher,” which needs an article and plural agreement, and “Proportion of studnets … reduced,” which also needs an article. Capitalisation and punctuation are inconsistent, particularly after sentence openings such as “Overall” and “Likewise.” Review articles, agreement, and sentence-initial capitals while retaining your varied sentence forms.

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