Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-29

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 charts illustrate proportion of British students at a university in England who were able speak other languages than English, in 2000 and 2010.

Overall, the number students who were not abled to speak any other language than English were in highest portion in both eras. Students who knew more than one language and students speaking other languages increased over time.

To begin with, students who knew no other language were at 30% in 2000, followed by a marginal change to 35% in 2010. Individuals who knew two other languages were at 10% in 2000 which got increased to 10% in 2010.

In contrast, the people speaking Spanish decreased from 20% in 2000 to half in 2010, at 10%. The French language saw an decline from 15% in 2000 to 10% in 2010. The students speaking German stood steady in both years, at 10%. There was increase in number of students who were speaking other languages as well from 15% to 20 %.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main overall pattern: students with no additional language formed the largest group in both years, while the Spanish-only and French-only proportions fell and the “another language” category rose. Most figures are reported accurately, including the 30% to 35% change for no other language and the stable 10% for German. However, one key figure is incorrect: students speaking two other languages rose from 10% to 15%, not 10%. The overview also says that students who knew more than one language increased, but this is not clearly supported by the categories as written. To strengthen the response, check every figure and make the overview more precise about the main contrasting changes.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure, with an introduction, an overview and two detail paragraphs. The grouping of the no-language and multiple-language figures before discussing individual languages gives the reader a generally logical route through the data. Linking phrases such as “Overall,” “To begin with” and “In contrast” help signal progression. However, the final paragraph lists several categories in quick succession, and the relationship between the overview’s claim about students knowing more than one language and the later figures is not fully clear. Some transitions feel formulaic rather than showing precise comparisons. Grouping the increases together and the decreases or unchanged figures together, while using explicit comparisons between years, would make the progression more cohesive.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing chart data, including “decreased,” “stood steady,” “followed by” and “from … to …”. These choices make the main trends understandable, and the response uses relevant terms such as “proportion” and “language.” Some expressions are imprecise or unnatural, however: “the number students” and “highest portion” do not describe the chart smoothly, while “got increased” is an awkward collocation. “Other languages than English” is also less natural than “languages other than English.” Aim for accurate, conventional chart language and avoid varying expressions when the alternative is less precise. For example, use “proportion” consistently when reporting percentages.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including a relative clause in “students who were not abled to speak…” and a comparison using “from 20% … to … 10%.” The meaning is generally recoverable, but some grammatical errors remain. Examples include the missing article and infinitive in “who were able speak,” the missing “of” in “the number students,” and the incorrect form “were not abled.” There is also a tense/form problem in “which got increased,” and “There was increase” needs an article. These errors do not usually prevent understanding, but they limit accuracy. Review articles, verb forms and sentence patterns, then proofread each sentence for a complete and correctly formed clause.

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