Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-22

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 two pie charts illustrate the percentage of English students that were able to speak English and other languages in a university in England, in 2000 and 2010. The unit is measured in percentage.

Overall, the proportion of students that spoke other languages change in both years. While the percentage of students that spoke some languages increased others declined and one maintained the same proportion in both years. The highest percentage of students spoke only English, whereas German was the least common language.

In 2000, 30% of students spoke only English language which rose to 35% in 2010. Additionally, in 2000 the only 15% of English students were able to speak another languages other than English, this figure grew in 2010 to 20%. Whereas 20% of students spoke only Spanish in 2000 while, in 2010 the percentage declined by 10%.

10% of British students, communicated in two other languages other than English, this figure rose by 5% in 2010. In contrast with 15% of students that spoke French in 2000 which declined by 5%. Whereas 10% of students spoke German which remain the same percentage in both years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main overall pattern: the share speaking no other language rises, some language categories increase, and others fall or remain stable. Most figures are accurately reported, including Spanish falling from 20% to 10%, French from 15% to 10%, and German staying at 10%. The overview also notes that no other language is the largest category in both years. However, the statement that German was “the least common language” is not accurate in 2000, when German and two other languages were tied at 10%; in 2010, German was tied with French and Spanish at 10%. The opening also misdescribes the chart as students speaking English and other languages. More precise comparisons and a clearer overview would strengthen the response.

Coherence and Cohesion: Band 6.0

The response has a clear four-paragraph structure, moving from an introduction and overview to details for the two years, and the reader can follow the main comparisons. You also use linking expressions such as “Additionally” and “In contrast.” However, cohesion is sometimes mechanical or unclear: several sentences begin with “Whereas,” leaving the comparison loosely attached, and “this figure” does not always make the category being discussed immediately clear. The final two paragraphs could be organised more systematically by grouping increases, decreases and unchanged figures, rather than presenting them in a sequence of separate statements. Use complete comparison sentences and clearer references to make the progression smoother.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “proportion,” “percentage,” “declined,” “maintained,” and “communicated.” These choices help convey the chart’s main trends, and the meaning is generally clear. Some wording is imprecise or unnatural, however. “English students” is less accurate than “British students,” while “speak English and other languages” misstates the categories, which concern languages in addition to English. Phrases such as “spoke only English language” and “another languages” also show limited control of collocation and word forms. Aim for concise, standard chart language such as “students who spoke no other language” and “the proportion speaking Spanish.”

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including comparisons with “while” and “whereas,” and most of the intended meaning remains understandable. Some grammatical errors nevertheless recur. In the overview, “the proportion … change” needs subject–verb agreement and consistent past tense (“changed”). “The only 15%” has an unnecessary article, and “another languages” has incorrect number agreement. The sentence beginning “Whereas 20% …” is a fragment, as is the later sentence beginning “Whereas 10% …”; connect each clause to a complete main clause. There are also punctuation problems around “while” and “whereas.” More accurate clause construction and consistent past-tense reporting would improve control.

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