Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-20

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 bar charts compare the percentages of British learners at one of the institutes in England who were able to speak languages other than English in one decade.

Overall,it is clearly seen that a large number of individuals were speaking their native language during a given period of time.There was a considerable decline in number of students who were able to speak Spanish and French respectively.

In 2000,20 percent of learners were speaking only Spanish language,but in 2010,there was huge decline in percentage.Learners who were able to speak only French also saw decrease in percentage ,15% to 10% in 2000 and 2010,respectively.In contrast,the category of pupils who were speaking two other languages rose from 10% to 15% during a given time frame.

The number of students who were speaking their native language were higher than all other categories of students.They were 30 percent in 2000,but in 2010 ,there was a slight rise in percentage of those and became 35%.5% of increase was recorded in case of learners who were able to speak two other languages.While the students that were speakimg only German levelled off during both years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall changes: Spanish and French declined, while the shares speaking another language or two other languages increased. Several figures are accurate, including French (15% to 10%), two other languages (10% to 15%), no other language (30% to 35%), and German (10% in both years). However, the overview is unclear when it says students were speaking “their native language”; the chart refers to students speaking no other language besides English. The Spanish figure for 2010 is not stated, and “huge decline” does not report the exact change from 20% to 10%. The “another language” category also rises from 15% to 20% but is omitted from the detailed comparisons. Covering these features more precisely would make the summary more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs of comparisons. Linking expressions such as “In contrast” and “While” help signal relationships between the figures. However, the final paragraph repeats the increase in the two-other-languages category already mentioned, while the “another language” increase is not included, so the information is not distributed efficiently. Some connections are also unclear: “those” in “a slight rise in percentage of those” has an imprecise reference, and “While” introduces a fragment-like final thought rather than a fully integrated comparison. Grouping the categories by rising, falling, or unchanged proportions and using clearer references would improve progression and cohesion.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “percentages,” “decline,” “rose,” “slight rise,” and “levelled off,” which allows the main trends to be understood. There are also attempts at more formal phrasing, such as “a considerable decline.” However, some choices are inaccurate or unnatural for this chart: “native language” misrepresents the no-other-language category, and “institutes” is not the natural term for the university shown. Phrases such as “speaking only Spanish language” and “huge decline in percentage” are awkward, while “learners,” “students,” “pupils,” and “individuals” vary without adding precision. Aim for consistent, accurate terms such as “students who spoke Spanish only” and “the proportion fell.”

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including contrast clauses with “but” and “while,” and most of the intended comparisons remain understandable. Some grammatical errors nevertheless recur. In “a large number of individuals were speaking,” the continuous form is not appropriate for describing chart proportions; use “spoke” or “could speak.” Agreement is faulty in “The number of students … were higher,” where the subject “number” takes “was.” The sentence “15% to 10% in 2000 and 2010, respectively” lacks a clear verb construction, and “the students that were speakimg” has an incorrect verb form. Punctuation spacing and comma use are also inconsistent. More accurate tense, agreement, and complete sentence structures would strengthen control.

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