Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-24
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 illustrates the percentage of students in a particular university in England that can speak different language in addition to 2000 and 2010.
Overall,the charts describes the total percentage of British students who where able to speak languages other than English in year 2000 and 2010.There is a notable large portion of British students with no other language that were spoken while the smallest portion is the German language.
Looking at the first pie chart,it clearly demonstrate that one university in England in year 2000 had a large amount of students who dont use other language with 30% of its total students.However,German language speakers are the lowest portion of the British students with 10%.
On the other hand,in year 2010,it is evedent that no other language speakers increase to 35%,same as Frech students studying and using the language with 5% increase,while German language speakers remain in its original proportion.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 5.5
You identify the broad comparison between 2000 and 2010 and give an overview noting that “No other language” is the largest category in both years and German remains the smallest or unchanged. However, the report covers only a few categories and does not clearly summarise the main shifts across the charts. Some details are inaccurate: French falls from 15% to 10%, rather than increasing by 5%, and the 2010 figure of 35% for students speaking no other language is an increase from 30%. Spanish also drops from 20% to 10%, while “another language” and two other languages rise. Reporting these key changes accurately and comparing more categories would make the response more complete and developed.
Coherence and Cohesion: Band 6.5
The response has a clear overall arrangement: an introduction, an overview, and separate comments on 2000 and 2010. This gives the reader a basic progression, and phrases such as “Overall” and “On the other hand” help signal the stages of the report. The organisation is generally coherent, but the comparison is not fully developed: the final paragraph focuses on only three categories and does not connect the changes across the two years. Some linking is also mechanical, and punctuation spacing makes transitions less smooth, as in “Overall,the charts” and “However,German.” To strengthen the progression, group categories by whether they rose, fell, or stayed the same, and use clear comparative references between years.
Lexical Resource: Band 5.5
You use relevant chart vocabulary, including “percentage,” “portion,” “speakers,” and “proportion,” so the topic is generally clear. However, the range is limited and several choices are inaccurate or awkward for describing data. For example, “same as French students studying and using the language” does not clearly express a percentage change, and “large amount of students” is less suitable than a phrase describing a proportion. There are also spelling errors such as “evedent” and “Frech,” alongside imprecise wording like “different language.” Aim for concise, accurate terms such as “share,” “category,” “rose,” and “fell,” and use the chart labels consistently to avoid ambiguity.
Grammatical Range and Accuracy: Band 5.5
The response includes both simple statements and some attempts at more complex structures, such as “while the smallest portion is the German language.” Meaning is usually recoverable, but errors in agreement, tense, articles, and sentence construction are frequent enough to affect clarity. For example, “The pie charts illustrates” has a plural subject with a singular verb, while “that can speak different language in addition to 2000 and 2010” has an unclear grammatical relationship between the language and the years. “who where able” also uses the wrong verb form, and “speakers increase to 35%” needs a past-tense form for the 2010 data. Check subject–verb agreement and build each comparison around a clear subject, verb, and figure.
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