Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-10-31

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 6.5)

The pie charts compares the proportions of British students at a university in England who could speak languages other than English over two years, 2000 and 2010.

Overall, while the number of german spoken students remained same, spanish and french declined over a decade. Other unknown languages increased over time and the proportion of no other language had the highest value in both years.

In 2000, 20% of total students at a specific university spoke Spanish and 15% of students spoke in French, but the figure fell to 10% for both spanish and french in a decade. German was the only spoken language that did not changed over the period, at about 10% in 2000 and 2010.

Regarding other languages, about 10% of students knew two other languages in 2000, the figure rose to 15% in 2010. Another language also increased from 15% in 2000 to 20% in 2010, which was second higest spoken language in 2010. About 30% of student did not know any language in 2000, and this figure increased by 5 percentage point in 2010, at 35%.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

You select the main comparisons accurately: Spanish and French fall, German remains unchanged, and the shares for another language, two other languages, and no other language rise. The figures you give match the charts, including the 30% to 35% increase for students speaking no other language. Your overview also identifies this as the largest category in both years. This gives the report a clear, relevant account of the key features. To make the coverage more complete, clarify that “another language” is a separate chart category rather than an unspecified group, and avoid calling it the “second highest spoken language” without specifying that this refers to the 2010 chart. A little more precision in describing the categories would strengthen an otherwise well-supported summary.

Coherence and Cohesion: Band 6.5

The response is organised in a clear sequence: an introduction and overview are followed by paragraphs comparing the language categories. The grouping of Spanish, French and German, then the remaining categories, helps the reader follow the data, and phrases such as “over a decade” and “Regarding other languages” signal relationships between ideas. This is a coherent overall arrangement. Some links are slightly mechanical, however, and the final paragraph moves through three categories without a particularly clear internal hierarchy. The reference in “the figure rose” is understandable but could be made more explicit by naming the category again. More varied, precise transitions and clearer links between each figure and its category would make the progression smoother.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing chart data, including “proportions,” “declined,” “remained,” and “increased.” These choices communicate the main trends, and the response uses relevant terms such as “percentage point.” However, some phrasing is imprecise or unnatural: “german spoken students” and “Other unknown languages” do not clearly describe the chart categories, while “spoke in French” is less natural than “spoke French.” There are also spelling and form slips, including “higest” and inconsistent capitalisation of language names. Aim for accurate category labels and standard collocations throughout; this would make the report more precise and polished without requiring more elaborate vocabulary.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, including a contrast clause beginning “while” and a relative clause in “the only spoken language that did not changed.” Most of the data remains understandable, and the sentence structures support comparison. Some grammatical errors persist, though. The opening should be “The pie charts compare,” and “remained same” needs an article (“remained the same”). In “did not changed,” the verb should be in its base form after “did”; “30% of student” also needs a plural noun. The sentence about the figure increasing “by 5 percentage point” needs a plural form. Checking subject–verb agreement, articles, and verb forms would improve accuracy while preserving your range of structures.

See this exact question answered at other band scores. The same prompt compared across bands.

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