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 two pie charts compare the percentage of British students who have the ability to speak other languages in addition to English in two years. (2000 and 2010)

Overall, the proportion of students who spoke only English language rose while the other languages trend decreased, with only the German language remained stable.

In 2000, a large number of British students, at 30% spoke only English language. Spanish was the second popular language as 20% of students were able to speak it. French and another language levelled-off, as 15% students can communicate it in while only 10% students were able to speak German and two other languages.

In 2010, the figures increased for only English language speakers, as 35% students were able to speak it. Students who spoke one or two another language also increased from 15% and 10% to 20% and 15% in 2010, respectively. Spanish and French language speakers declined and fell to only 10% each in 2010. German language speakers remained at 10% in both years.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You cover the main categories in both years and give a clear overview of the key shifts: the share speaking no other language rises, Spanish and French fall, and German stays unchanged. The figures you report match the chart, including the increases for another language and two other languages. This gives the response a solid overview and relevant comparisons. However, the overview says “the other languages trend decreased,” which overgeneralises because the “another language” and “two other languages” groups both increased. Some details are also expressed imprecisely, such as “French and another language levelled-off,” although their values differ and only German remained stable. A more precise overview distinguishing rising and falling categories would make the summary more complete and developed.

Coherence and Cohesion: Band 6.5

The response is arranged in a clear sequence: an introduction, an overview, then a paragraph for each year. This makes the information easy to follow, and comparisons such as “increased from 15% and 10% to 20% and 15%” help connect the two charts. The progression is generally logical, though some linking and reference choices are less clear. For example, “the other languages trend decreased” does not accurately summarise the categories that follow, and “respectively” requires the reader to map two figures back to two groups. Grouping the categories by direction of change—those that rose, fell, or stayed stable—would create a more cohesive comparison rather than largely describing each year in turn.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “proportion,” “declined,” “remained,” and “increased,” and the meaning is generally clear. There are also attempts at more descriptive phrasing, such as “the second popular language” and “levelled-off,” but these are not natural or precise in context. Repetition of “language” and “students” also limits flexibility, while phrases such as “speak only English language” and “communicate it in” show weaknesses in collocation. These choices do not prevent the reader from understanding the data, but more accurate chart-description vocabulary would improve precision. Prefer concise forms such as “English-only speakers” and “the proportion speaking Spanish fell.”

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentences, including clauses with “while” and “as,” and most of the comparisons remain understandable. However, some grammatical errors recur. In “with only the German language remained stable,” the verb form should be “remaining” or the clause should be recast. The sentence “French and another language levelled-off, as 15% students can communicate it in” has problems with tense, articles, and sentence construction; the past-tense report should use “15% of students could speak them.” There are also missing articles or determiners in “35% students” and “only English language.” More consistent past-tense reporting and careful checking of sentence patterns would improve accuracy while retaining your range.

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