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 compare the porportion of learners who could speak other languages beside english in a particular university in England in two years.

Overall, it can be seen that majority of student were only able to speak english in both periods. The number of the students who able to speak two other languages increased in the second year, while the figure of participants who could only speak spanish faced a decline. The proportion of student who can speak german remain unchanched in both years.

In terms of student who were able to speach english solely,they were accounted for 30% in 2000, the proportion rose to 35% after a decade. Similarly, number of students who were able to speak another language or two other languages, went up from 15% and 10% to 20 %and 15 % respectively.

Regarding to learners who could speak spanish, their number experienced a considerable downward trend from 20% to only 10%. Similar pattern can be noticed with student who were able to speak french.

Only number of student could speak german remained the same as 10% of total learners.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main overall pattern and report several key figures accurately: students speaking no other language rose from 30% to 35%, while Spanish fell from 20% to 10%; you also correctly note the unchanged German figure and increases in the two “other language” categories. This gives the response a relevant overview and meaningful comparisons. However, the overview says the majority spoke only English, although the chart shows 30% and 35%, so this is not a majority. The French comparison is also left incomplete: “a similar pattern” does not state its values, which fell from 15% to 10%. More precise coverage of this category and a fully accurate overview would make the account more complete.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, an overview, and paragraphs grouping the figures by language trends. Sequencing is generally easy to follow, and phrases such as “Similarly” and “Regarding” help signal comparisons. The organisation is not fully smooth, however. The final German point repeats information already included in the overview, while the French sentence is too brief to explain the comparison or connect it clearly to the preceding Spanish trend. Some linking is also mechanical, with several paragraphs beginning in a similar way. To strengthen progression, group all declining categories together and all stable or increasing categories together, and use references such as “this share” only where the category remains unmistakable.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “proportion,” “downward trend,” “remained the same,” and “increased,” so the main comparisons are understandable. There are also attempts at more formal reporting language, such as “experienced a considerable downward trend.” However, several spelling and word-choice errors reduce precision: “porportion,” “speach,” and “unchanched” are misspelled, while “number” is repeatedly used for percentages that are better described as proportions or shares. “Beside English” is also less natural than “in addition to English.” Aim for accurate spelling and a smaller set of well-controlled reporting expressions; this would make the vocabulary more precise without needing unnecessarily elaborate wording.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentence forms, including a contrast introduced by “while” and comparisons using “from … to …”. Most of the intended meaning remains clear, but some grammatical errors recur. For example, “majority of student were” needs an article and plural agreement, and “students who able to speak” is missing a verb. In “the proportion … rose,” the subject is singular, but elsewhere tense and agreement are inconsistent, as in “the proportion … who can speak german remain.” There are also punctuation and spacing problems, such as “solely,they” and “20 %and.” Review articles, subject–verb agreement, and consistent past-tense reporting, then proofread sentence boundaries and spacing.

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