Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-16

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 information regarding the percentage of British students at a university in England who could speak languages other than english in 2000 and2010.

overall,it is crystal clear that the percentage of studentswho could not speak any other language increased over the period Spanish become less popular, whereas the percentage of students speaking french,another language, or two others languages changed.

At the first glance, it is evident that in 2000,30% of the British students could not speak any other language,making this the largest category. Spanish was the second most popular language,accounting for 20% of students french and another language were each spoken by 15% of students. Meanwhile,10% of students could speak German and the same percentum could speak tow other languages.

moving towards, the rest of information, it is apparent that in 2010 the percentage of students who could not speak any other language rose to 35%. The figur for students speaking Spanish fell to 10%.In contrast,the proportion of lerners speaking french decreased to 10%, while the pecentage speaking another languagr decreaced to 20%. Furthermore, the figure for German remained unchanged at 10%, whereas the percentum of tutees who could soeak two other languages rose to 15%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and report the main categories with figures that match the charts: for example, no other language rises from 30% to 35%, Spanish falls from 20% to 10%, and German stays at 10%. Your overview identifies the increase in students speaking no other language and the decline in Spanish, giving the reader a useful summary. However, the overview is less precise when it says the figures for French, another language and two other languages “changed” without describing the direction. The body does provide those details, but a stronger overview would highlight that another language and two other languages increased, while French decreased. This would make the key comparisons more fully developed.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, an overview, and separate descriptions of the two years. The sequence from the 2000 figures to the 2010 figures is easy to follow, and linking expressions such as “Meanwhile,” “In contrast,” and “Furthermore” help signal comparisons. Some cohesion is mechanical or awkward, however. “At the first glance” and “moving towards, the rest of information” do not introduce the data naturally, and the long 2000 sentence joining French and another language to the Spanish figure is difficult to read because punctuation is missing. Use straightforward transitions and divide lists into clearly punctuated sentences. This would make the progression smoother and references between ideas more precise.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “accounting for,” “proportion,” “remained unchanged,” and “rose to,” which helps describe data and trends. Some less suitable or inaccurate choices reduce precision: “percentum” is not the appropriate term here, “tutees” does not mean students in this context, and “the rest of information” is an unnatural phrase. There are also several spelling errors, including “lern ers” (written as “lerners”), “languagr,” and “decreaced,” alongside inconsistent capitalisation of language names. These do not prevent the reader from understanding the figures, but they make the report less controlled. Prefer standard chart language and proofread spelling carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and complex sentence forms, including contrast clauses with “whereas” and “while,” and most of the data relationships remain understandable. Some grammatical and punctuation errors are present. For example, “Spanish become less popular” needs a past-tense verb, and “Spanish was the second most popular language, accounting for 20% of students french…” runs two ideas together without a full stop or suitable conjunction. There are also missing spaces after full stops and commas, and inconsistent sentence-initial capitalisation, as in “overall” and “moving.” These issues sometimes interrupt the flow, although they rarely obscure the intended meaning. Check tense consistency and sentence boundaries, especially when listing several categories.

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