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 chart illustrates the proportion of British scholars from an English university having command over different languages other than english in the years 2000 and 2010.

Overall, the command over different languages of British Scholars remained moderately balanced across both the years. The most striking feature is the degradation of Spanish speakers, which was 20% in 2000 and then dropped to exactly half to 10% in 2010. Moreover, French only speakers dropped from 15% to 10% in 2000 and 2010 respectively.

However, the students' command over other languages reflected a more balanced increase. We can see a steady increase of 5% in two other categories. The number of scholars who could speak two langagues rose from 10% to 15% while students who spoke other languages rose from 15% to 20%.

Moreover, only english speakers saw a substantial increase of 5% from 30% to 35%, while the amount of German speakers remained at 10% across both the years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify several important changes accurately: Spanish falls from 20% to 10%, French from 15% to 10%, and the “another language” and “two other languages” groups each rise by five percentage points. You also report the unchanged German figure and the increase in students speaking no other language. However, the overview is not fully clear: describing the distribution as “moderately balanced” does not highlight the main overall pattern, particularly the rise in the no-other-language group and the decline in Spanish and French. Some category descriptions are also imprecise, such as “two languages,” which could mean English plus one other language rather than two other languages. A sharper overview and more exact category labels would make the summary more complete and precise.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, an overview, and paragraphs describing decreases and increases. This makes the main comparisons reasonably easy to follow. Linking expressions such as “Overall,” “However,” and “Moreover” help signal relationships, although “Moreover” is repeated and the contrast introduced by “However” is not especially clear because the preceding point is not directly opposed to the following one. The overview also mixes a broad claim about balance with specific changes, so its role as a summary is weakened. Grouping all declining categories together and all rising or unchanged categories together, with a more informative overview, would create smoother progression and less mechanical linking.

Lexical Resource: Band 6.0

You use a reasonable range of vocabulary for describing chart data, including “proportion,” “dropped,” “steady increase,” and “remained.” Some attempts at more formal or varied wording are not natural or precise in this context. For example, “command over different languages” and “degradation of Spanish speakers” are awkward choices; the chart reports proportions of students who speak languages, not their level of command or a deterioration in the speakers themselves. “Scholars” is also less suitable than “students,” and “only english speakers” is not an accurate label for the no-other-language category. There are spelling and capitalisation slips, including “langagues” and “english.” Prefer standard chart-reporting collocations and use the chart’s category labels consistently.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, including a relative clause in “students who spoke other languages” and a comparison with “while.” Most sentences communicate the intended figures, but some grammatical choices reduce accuracy. In “dropped from 15% to 10% in 2000 and 2010 respectively,” the time references are attached awkwardly; write “from 15% in 2000 to 10% in 2010.” The phrase “dropped to exactly half to 10%” also has an unclear construction, and “across both the years” is not idiomatic grammatical phrasing. Check sentence patterns when expressing changes and comparisons, and use consistent capitalisation for English. These are some errors, but the overall meaning remains clear.

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