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 information provided in the given pie charts illustrates the percentage of British students at a specific college in United Kingdom who were able to speak other languages along with English, in two different years 200 and 2010.

Overall, it is quite clear that the proportion of students who were able to speak Spanish and french delined significantly by half of them 2010, while the two other languages and no other language were the two categories speaking languages which slightly increased.

Furthermore, the percentage of british students able to speak Spanish language dropped substantially from 20% to just 10% in 2010. Likewise, learner who speak french as a second language slightly reduced to nearly 10% from 15% in 2000. Conversely, the college boys who were able to speak German as a additional language were remain unchanged in the both years, of around 10% of speakers.

Subsequently, the proportion of students in UK able to communicate in other two languages were about 10% in 2000, then rose slightly up to 15% in 2010. Similarly, the british students who speak another language rather than englilsh were around 15% in 2000 and increased steadily in 2010 to approximately 20%. Ultimately, a university students in England who do not able to speak another language were close to 30% in 2000 which was marginally climbed to around 35% in 2010.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover all six categories and report the main changes accurately: Spanish falls from 20% to 10%, French from 15% to 10%, while “another language,” “two other languages,” and no other language rise; German remains at 10%. The overview identifies the broad contrast between declining and increasing categories, and the figures support your comparisons. This gives the response a clear, relevant account of the charts. To make the summary more complete and precise, avoid describing the increases as uniformly slight: the rise in “another language” is five percentage points, as is the increase in students speaking two other languages. Also, the overview could state more directly that students with no other language remain the largest group in both years. The main features are present, but some are not fully highlighted.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, an overview, and two paragraphs comparing the categories. The progression from Spanish, French and German to the remaining groups is easy to follow, and linking expressions such as “Conversely” and “Similarly” help signal comparisons. This coherent arrangement is a strength. However, some transitions feel mechanical or do not add a clear relationship: “Furthermore,” “Subsequently,” and “Ultimately” are used to begin paragraphs or sentences where a simpler transition would work better. The overview also combines several trends in one long sentence, making the comparison less direct. Grouping the categories by whether they rose, fell or stayed unchanged, and using clearer references to the chart categories, would make cohesion more flexible and precise.

Lexical Resource: Band 5.5

You use a reasonable range of chart-related vocabulary, including “proportion,” “percentage,” “dropped substantially,” “reduced,” and “remained unchanged,” so the main trends are generally understandable. There are also attempts to vary how students’ language ability is described. However, several word choices and collocations are inaccurate or awkward, such as “college boys,” “were able to communicate in other two languages,” and “marginally climbed.” Spelling and capitalisation slips, including “delined,” “french,” and “englilsh,” also reduce control. Some phrases repeat “British students” or “language” without adding precision. Aim for natural, accurate expressions such as “students who spoke German” and “the proportion rose,” and check spelling and proper nouns carefully.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including clauses introduced by “while” and “who,” and most of the chart information remains understandable. However, errors in verb forms, agreement, articles and sentence construction are noticeable. For example, “were remain unchanged” should be “remained unchanged,” while “a additional language” needs “an additional language.” In “the two other languages and no other language were the two categories … which slightly increased,” the agreement and structure are unclear. The opening also has an incomplete year reference (“200”) and an awkwardly formed clause. These errors do not generally prevent the reader from understanding the comparisons, but they limit accuracy. Review past-tense reporting and subject–verb agreement, and proofread each sentence for a complete, well-formed structure.

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