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 chart illustrate the variety of languages spoken by the british students at a university in England. Its compares the changes held in between the year 2000 and 2010. The percentage of the british students able to speak language other than english has been shown in 2000, 30 percent of students were not able to speak any other language whereas, 20 percent of them were able to speak spanish as well. The number of students who could have spoke German and students who were able to speak two other languages were same. However, the percentage of students who can speak french and the number of students, able to speak in another language were equal to 15 percent.

The chart of 2010 shows that the percentage of students who speak no other language was higher than others. The students who able to speak two other languages and another lanuage were of 5% more than numbers in 2000. However the percentage of students who were able to speak in german ramined same in both years. Moreover, the percentage of students who speak spanish and french decreased in 2010.

Overall, a large number of students were those who were not able to speak any other language than english. There were fluctuations in numbers of students who able to speak other language in both years. However, English was the most spoken language in both years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main categories and report several accurate comparisons: no other language rises from 30% to 35%, German remains at 10%, and Spanish and French decline. The overview also correctly notes that students speaking no additional language form the largest group in both years. However, some details are unclear or imprecise: “the number of students” is used where the chart gives percentages, and the 2010 figures for Spanish (10%) and French (10%) are not stated. The claim that English was “the most spoken language” is not a useful comparison because English is not one of the chart’s categories. A clearer overview and more precise reporting of the key proportions would make the response more complete.

Coherence and Cohesion: Band 6.5

The response has a coherent overall arrangement: it introduces the charts, discusses 2000, then 2010, and ends with an overview. Linking words such as “However” and “Moreover” help signal comparisons, and the reader can generally follow the progression. This is stronger than a simple list of figures. Some connections are nevertheless mechanical or unclear, particularly the repeated “However” and the shift from the year-by-year description to the final overview. The opening sentence also says the chart “compares the changes,” but the following information is not consistently organised around direct comparisons between years. Grouping related increases and decreases together, and using clearer references to the percentages, would make the progression more flexible and cohesive.

Lexical Resource: Band 5.5

You use enough topic vocabulary to communicate the main information, including “percentage,” “speak,” “decreased,” and “remained same.” There is also some attempt to vary phrasing, for example “not able to speak any other language” and “speak two other languages.” However, vocabulary is repetitive, and several choices are inaccurate or awkward: “variety of languages” is less precise than “language abilities,” while “fluctuations” suggests repeated movement rather than a comparison between two years. Spelling errors such as “british,” “lanuage,” and “ramined” are noticeable, and “number of students” is imprecise when describing percentages. Aim for accurate chart-reporting collocations and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, including comparisons introduced by “whereas” and “However,” and most of the intended meaning remains understandable. However, errors in sentence structure and verb forms are frequent enough to make some sentences awkward. For example, “Its compares” has incorrect subject–verb agreement, and “students who could have spoke German” uses an incorrect verb form. The opening also contains an incomplete or poorly connected construction: “The percentage … has been shown in 2000, 30 percent…” Tense and agreement are inconsistent in phrases such as “students who can speak” when describing past data. Practise forming complete sentences with a clear subject and verb, and use consistent past-tense reporting for both years.

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