Band 6.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-28
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 set of pie chart illustrates the percentage of British students who were able to speak other languages with English at on university in 2000 and 2010.
Overall, it is clear that the percentage of Spanish and French students fall and other languages experience upward trends, while the percentage of students who speak German remained same.
To begin with, 30% percentage of British students who were not speaking other languages apart from English in 2000, which percentage rose to 35% in 2010. In 2000, 20% of British students were speaking Spanish language and 15% of students were speaking French language in 2000, which proportion decreased to 10% in both, in 2010. While, the number of German language speakers were remained unchanged in both mentioned year, with only 10%.
On the other hand, in 2000, 15% and 10% of the British students were able to speak another languages and two other languages, which number increased to 20% and 15% in 2010.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 7.0 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 6.0 |
Task Achievement / Task Response: Band 7.0
The response covers the main features and reports the figures accurately: Spanish falls from 20% to 10%, French from 15% to 10%, German stays at 10%, and the “no other language” group rises from 30% to 35%. It also includes the increases for another language and two other languages. The overview identifies the broad contrast between declining Spanish and French and rising categories, giving the reader a clear summary. To make the account more fully developed, state the most notable comparison explicitly: students speaking no other language remain the largest group in both years, while Spanish moves from the second-largest category to a tie with French. Also avoid describing the students themselves as “Spanish and French students”; the chart concerns language speakers.
Coherence and Cohesion: Band 6.5
The response has a clear overall structure: an introduction, an overview, and two detail paragraphs. The figures are grouped sensibly, with the first detail paragraph covering the main language categories and the second reporting the increases in “another language” and “two other languages.” Linking phrases such as “Overall,” “To begin with,” and “On the other hand” help signal progression. However, “On the other hand” suggests a stronger contrast than the final paragraph provides, and repeated time references make some sentences feel less smooth. The phrase “in 2000” is repeated within the same sentence about Spanish and French. Use more precise links and combine related comparisons to create a more fluent progression.
Lexical Resource: Band 5.5
The vocabulary is sufficient to describe the chart, and terms such as “percentage,” “remained unchanged,” and “proportion decreased” show an attempt to use task-appropriate language. However, the range is limited and several word choices or collocations are noticeably inaccurate. “Speak other languages with English” is unclear, while “Spanish and French students” incorrectly refers to people rather than language categories. “Other languages experience upward trends” is also an awkward way to describe the data. Repeated use of “percentage” and “students were speaking” limits flexibility. Aim for precise chart language such as “the proportion of students speaking Spanish” and “the share able to speak another language,” while checking that nouns and verbs collocate naturally.
Grammatical Range and Accuracy: Band 5.5
The response attempts both simple and more complex sentences, including a comparison using “which proportion decreased” and a contrast introduced by “while.” Meaning is generally recoverable, but errors in sentence structure, agreement, articles, and verb forms are persistent. For example, “The set of pie chart illustrates” has problems with the article and subject agreement, and “30% … who were not speaking … in 2000, which percentage rose” is a sentence fragment followed by an unclear relative clause. “The number … were remained unchanged” combines incompatible verb forms, while “in both mentioned year” has a number-agreement error. Practise building complete comparison sentences with accurate subjects and verbs, and check articles and singular/plural forms before finishing.
See this exact question answered at other band scores. The same prompt compared across bands.
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