Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-27

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 illustrate the proportion of British students at one university in England, who were able to speak other languages in addition to English, in 2000 and 2010.

Overall, in 2000, the larger proportion of students spoke no other language except English, while German speakers and two other languages contributed smallest proportion. Moreover, in 2010, again no other language portion shared higher percentage.

To begin with, in 2000, 30% of the students were belonging to no other language group, while 20% students were able to speak Spanish. Meanwhile, the students who spoke French only and who spoke another language were sharing same ratio.

On the other hand, in 2010, percentage of no other language speakers increased from 30% to 35%, while students who spoke German only other than English shared same percentage. In addition, the contribution of Spanish and French speakers declined from 20% to 10% and 15% to 10% respectively. However, the percentage of students who spoke another language and who spoke two other languages rose from 15% to 20% and 10% to 15% respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main comparisons and report the key figures accurately: no other language rises from 30% to 35%, Spanish and French decline, and the two additional-language categories increase. Your overview also identifies the largest group in both years. This meets the task well, with some features reported more fully than others: for example, you note that French-only and another-language speakers were equal in 2000 but do not give their shared figure, and the overview’s claim that German and two-language speakers were the smallest groups is not quite accurate because German and two other languages were tied at 10%, while French and another language were also tied at 15%. Including these ties and a clearer summary of the overall shifts would make the report more complete and precise.

Coherence and Cohesion: Band 6.0

The response has a clear overall arrangement: an introduction, an overview, and separate discussion of the two years, followed by comparisons between them. Linking expressions such as “To begin with,” “On the other hand,” and “In addition” help signal the movement between points. However, some connections feel mechanical or do not express the relationship precisely; “On the other hand” introduces the 2010 data rather than a direct contrast. The overview also repeats the point that the no-other-language group was largest, and the final sentence carries several comparisons at once. Grouping the changes into increases and decreases, and using clearer references to the categories, would make progression smoother and cohesion less repetitive.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing charts, including “proportion,” “declined,” “increased,” and “rose,” and the reader can understand the comparisons. However, several word combinations are unnatural or imprecise, such as “were belonging to no other language group,” “shared same ratio,” and “contributed smallest proportion.” The repeated use of “percentage” and “students who spoke” also limits flexibility. Choose standard chart-reporting collocations and vary how you refer to the groups, while keeping category labels exact—for example, “students who spoke no other language” rather than “no other language speakers.” More precise and natural phrasing would strengthen the range and control of your vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including clauses linked with “while” and “who,” and most of the data remains understandable. Some grammatical errors are noticeable, however. In “30% of the students were belonging,” the verb form should be “belonged” or, more naturally, “were in”; “20% students” needs an article or possessive determiner; and “shared higher percentage” needs an article. The sentence beginning “Moreover, in 2010” also has an unclear subject and verb construction. Review articles, verb forms, and sentence subjects, and punctuate the opening sentence without a comma before “who.” More consistently accurate structures would make your comparisons easier to follow.

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