Band 6.0 IELTS Writing Task 1 Model Answer

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

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 percentage of university students able to speak languages other than English in Britain in the years 2000 and 2010.

Overall, the proportion of students decreased steadily throughout the period for all the given categories expect both no other language and two other languages, which showed a upward trend. Furthermore, no other language had the highest proportion in both 2000 and 2010.

According to the pie charts, around 30% of students were unable to speak no other language in 2000, which increased to 35% by 2010. The figure for Two other languages rose from 15% in 2000 to 20% in 2010.

By contrast, the proportion of students who were able to speak French only was 15% in 2000. The figure decreased to 10% by 2010. Initially, the figure for Spanish only was a fifth which declined by 10% in 2010. The percentage of another language speaking students decreased from 15% to 10% in the given years, while German speaking people remained stable at 10%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern and include relevant comparisons: the no-other-language group rises from 30% to 35%, while French, Spanish and German are also reported. However, several details are misread or described unclearly. The two-other-languages group actually increases from 10% to 15%, not from 15% to 20%; the another-language group rises from 15% to 20%, rather than falling to 10%. The overview also says all categories except two increased, but German stayed stable, so this summary is not fully accurate. The phrase “unable to speak no other language” obscures the chart’s meaning. More careful checking of each figure and a precise overview would make the report more complete and reliable.

Coherence and Cohesion: Band 6.0

The response has a clear four-paragraph structure, moving from an introduction and overview to details about increases and decreases. This gives the reader a generally coherent route through the information. Linking phrases such as “Overall” and “By contrast” help signal the organisation, and the comparisons are mostly grouped sensibly. However, the overview’s claim that all categories except two rose conflicts with the later statement that German remained stable, weakening the progression. The final paragraph also combines several categories without a fully consistent pattern, and “Initially” is not the clearest way to introduce the 2000 figure. Grouping all rising or stable categories together, then all declining categories, and using clearer references would improve cohesion.

Lexical Resource: Band 6.0

You use an adequate range of chart-reporting vocabulary, including “proportion,” “declined,” “rose,” “remained stable” and “by contrast.” These choices help communicate comparisons, and the meaning is generally understandable. Some word choices and collocations are inaccurate or awkward, however. “Unable to speak no other language” is confusing, while “another language speaking students” and “German speaking people” are not natural descriptions of the chart categories. “Decreased steadily” is also imprecise because the charts compare only two years, rather than showing a continuous trend. Use concise category labels such as “students who spoke another language” and “German-only speakers,” and choose verbs that accurately describe the change between the two dates.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, including the overview sentence beginning “Overall” and comparisons with “while.” Most sentences communicate their intended meaning, and the past-tense reporting is generally controlled. Some grammatical errors remain. In “percentage of university students,” an article is needed (“the percentage”); “expect” should be “except”; and “a upward trend” should be “an upward trend.” The construction “unable to speak no other language” also creates a confusing negative pattern. Check articles, spelling that changes grammatical meaning, and agreement between the overview and the data. More consistently accurate sentence patterns would strengthen the response while preserving the useful range of structures you already attempt.

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