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 demonstrate the number of students spoke languages other than English in a specific university of England during the year 2000 and 2010.

Overall, is is observed that students who didn’t know the other languages formed the dominant portion of the charts.

In 2000, the Speakers not knowing other languages than English hold a significant portion of the total share which was 30%. Spanish speakers made the second highest group being 10% less than the first group. French and other language ranked third position having 15% share for each. Finally, students spoke German only and students spoke two other languages formed the smallest group having 10% of total share separately.

In 2010, students spoke only English constituted the largest group (35%). The popularity of another languages increased by 5% over the time (20%), while the proportion of Spanish and French speakers experienced a decline, each being 10%. The percentage of German speaker remained virtually unchanged. The students who could speak two others languages grew up by 5%, holding 15% share.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall feature—that students speaking only English made up the largest group in both years—and report several relevant changes. Most figures are accurate: Spanish falls from 20% to 10%, French from 15% to 10%, and “another language” rises from 15% to 20%. However, the 2000 overview is not fully precise: Spanish, at 20%, was the second-largest category, rather than simply “10% less than the first group” without clearly naming the comparison. The opening also refers to the “number” of students, although the charts show proportions. Some comparisons, such as the unchanged German share and the rise in two-language speakers, are useful but could be integrated more clearly into a concise overview of the main shifts.

Coherence and Cohesion: Band 6.0

The response has a clear four-part structure: introduction, overview, and separate descriptions of 2000 and 2010. This makes the information easy to follow, and time markers such as “In 2000” and “In 2010” help organise the comparisons. However, some linking and reference are mechanical or unclear. For example, “French and other language ranked third position” does not clearly explain that both categories shared the same percentage, while “the first group” requires the reader to look back to identify the comparison. The overview is also brief and repeats the idea of the largest group rather than summarising the key changes across the decade. Grouping the declining categories together and the increasing or stable ones together would create a more connected progression.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “constituted,” “proportion,” “decline,” and “remained virtually unchanged.” These choices help communicate the chart trends. However, several word choices and collocations are inaccurate or awkward, such as “the number of students spoke,” “the popularity of another languages,” and “grew up by 5%.” “Speakers not knowing other languages” is also an unnatural way to describe the no-other-language category. These expressions do not prevent the reader from understanding the data, but they reduce precision and naturalness. Aim for standard chart language such as “the proportion of students,” “the share increased,” and “students who spoke two other languages.” Check singular and plural forms when using category labels.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentence forms, including comparisons and clauses such as “while the proportion of Spanish and French speakers experienced a decline.” The main trends are generally understandable, but some grammatical errors remain. The opening phrase “the number of students spoke” lacks a grammatical link; use “the proportion of students who spoke.” The overview contains the duplicated verb “is is,” and “French and other language ranked” has a subject–verb agreement problem. There are also missing or inconsistent articles and plural forms, as in “students spoke German only” and “two others languages.” These errors rarely obscure the intended meaning, but proofreading sentence structure, agreement, and noun forms would improve accuracy.

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