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 given pie chart illustrate the ratio of English students at a university situated in the United Kingdom, which are also able to speak in another language along with the English, in the year 2000 and 2010.

Overall, the proportion change in this 10 years period is very slight. As students with no other language rarely increased, while the Spanish speaking students become halfed.

In the year 2000, 30% of the students are not able to speak any other language than English, while 15% are able to use another tongue. The ratio of spanish and french spoeakers is 20% and 15%, respectively. On the other hand, two another language speakers and german speakers are 10% each.

By the year 2010, 35% id the ratio of only english speakers, On the other side, Spanish and French speaking students are at 10% each. German deutch using students remains same as 2000, at 10%. Any other or two other language users are at 20% and 15%, respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and report the main categories with figures that generally match the charts: for example, no other language rises from 30% to 35%, while Spanish falls from 20% to 10%. The year-by-year paragraphs also include the remaining categories, so the response addresses the task. However, the overview is unclear and partly inaccurate: “the proportion change … is very slight” overlooks the notable halving of Spanish speakers and the increases in “another language” and “two other languages.” The phrase “students with no other language rarely increased” is also imprecise. Make the overview state the main contrasting trends clearly, then use the detailed paragraphs to support it.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate paragraphs for 2000 and 2010. This makes the comparisons easy to locate, and expressions such as “By the year 2010” help signal the shift between years. The organisation is coherent, but some linking is mechanical or awkward. “On the other hand” does not establish a clear contrast in the 2000 paragraph, while “On the other side” is not a natural transition for presenting the 2010 figures. The overview also combines trends in a way that is difficult to follow. Use more precise links such as “Meanwhile” or “In contrast,” and make each paragraph’s purpose explicit.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing proportions and categories, including “proportion,” “ratio,” “speaking students,” and “respectively.” However, several word choices and collocations are inaccurate or unnatural, which limits precision: “the ratio of English students” suggests a ratio rather than a proportion, “another tongue” is informal, and “two another language speakers” is not idiomatic. There are also spelling errors, including “spanish,” “spoeakers,” “deutch,” and “halved” written as “halfed.” Prefer consistent chart language such as “the proportion of students” and “students who spoke two other languages,” and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt a mix of simple and more complex structures, including a relative clause in the introduction and a comparison in “while 15% are able to use another tongue.” However, grammatical control is uneven, and errors sometimes make the meaning harder to follow. For example, “The given pie chart illustrate” has subject–verb disagreement, while “As students with no other language rarely increased” is an incomplete and unclear clause. Tense and sentence construction also shift in “30% of the students are not able” and “the Spanish speaking students become halfed.” Use past tense consistently for the chart years, check agreement, and ensure each sentence has a complete main clause.

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