Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-17

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 compare the data of two distinct years, 200 and 2010, considering the proportion of British students at one university who can speak other languages excluding English, in England.

Overall, the students who can speak Spanish and French reduced over the time. Meanwhile, the native students who only speak their mother tongue increased radically.

It is evident that the number of Spanish and French speakers gradually fell from 20% and 15% to 10% respectively, in 2000 and 2010. Whereas, students who can speak German only, remained consistent at 10%. The number of students who does not speak any other language than English were 30% in 2000 and it increased to 35% in 2010. Speakers with another language were 15% and later it grew to 20%. The university witnessed a sharp rise of 5% in students who can speak multiple languages at a time from 10% to 15%, over the period.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main overall changes: Spanish and French shares declined, the proportion speaking no other language rose, and the remaining categories either increased or stayed stable. Most figures are accurately reported, including German at 10% in both years and the rise in students speaking two other languages from 10% to 15%. This meets the task well and shows some of the stronger feature selection expected at the next level. However, the overview is limited and the comparison of Spanish and French is unclear: Spanish fell from 20% to 10%, while French fell from 15% to 10%, rather than both falling to 10% “respectively.” A clearer overview identifying the largest category in each year would make the key features more complete.

Coherence and Cohesion: Band 6.0

The response has a clear overall structure: an introduction, an overview, and a paragraph reporting the category details. The figures are generally presented in a sensible order, and linking expressions such as “Meanwhile,” “Whereas,” and “It is evident” help signal relationships. However, cohesion is sometimes mechanical or awkward. “Whereas” begins a sentence fragment, and “respectively” does not clearly connect the two starting and ending values. The final sentence repeats the idea of an increase already mentioned in the overview. To improve progression, group the declining categories together, then compare the stable and rising categories, using complete sentences and clearer references.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “proportion,” “remained consistent,” “increased,” and “sharp rise,” so the meaning is generally clear. There are also attempts at more formal phrasing, such as “The university witnessed.” Some choices, however, are imprecise or unnatural for describing chart data: “the data of two distinct years,” “native students,” and “multiple languages at a time” do not accurately express the intended categories. “Reduced” is also less natural than “fell” or “declined” for a percentage. Aim for precise chart language, such as “the share of students,” “students speaking no other language,” and “students who spoke two other languages.”

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, and most of the information remains understandable. For example, the comparison of the no-other-language category uses a clear past-tense structure. Some grammatical errors remain, though they rarely prevent comprehension. The opening gives the year as “200” rather than “2000.” In “students who does not speak,” the verb should agree with the plural subject (“do not speak”); “Whereas” is used to start an incomplete sentence; and “German only, remained” has an unnecessary comma. The phrase “from 20% and 15% to 10% respectively” also has an unclear grammatical relationship between the figures. Check agreement, sentence boundaries, and punctuation when revising.

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