Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-11-01

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 percentage of British students were able to speak other languages in addition to English at an university in England in 2000 and 2010.

Overall, most of the students were able speak in others languages where quite number were able to speak in two different languages. By contrast the number of speaker of two other languages,Spanish, German and Frence slightly diclined while others sector increased.

In 2000, around 30% students sould speak only in English while Spanish was relatively common at 20%. The figure of France and others language speaker were around 15%, followed by German and two other languages at approximately 10%.

After a decade, the proportion of only English speaker was increased from 30% to 35% and it was the highest fegure in both charts. The number of Spanish and France speaker were slighty diclined and fell to 10% while the number of German speaker remained unchanged. The percentage of duel languages speaker increased by 5%, similarly another language speaker were increased to 20%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and identify several key changes, including the rise in students speaking no other language from 30% to 35%, the falls in Spanish and French, and the unchanged German figure. These comparisons are grounded in the charts. However, the overview is unclear: “most of the students were able speak in others languages” conflicts with the largest category being students who spoke only English, and the claim that Spanish and German declined overlooks German’s stability. Some details are also imprecise: “France” should refer to French speakers, and “two different languages” is not clearly distinguished from speaking two other languages. A clearer overview of the largest categories and the main shifts would make the response more complete and accurate.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate descriptions of the two years, with the final paragraph comparing 2010 figures against 2000. Linking expressions such as “Overall,” “By contrast,” and “After a decade” help guide the reader, and the information is generally easy to follow. This meets the lower-band expectations and shows some effective progression. However, the overview’s contrast is difficult to interpret, and the long final sentence combines several comparisons without a clear hierarchy. Some links are also awkward, such as “similarly” before the increase in another-language speakers. Make the overview more precise and group related rises and falls into clearly connected sentences.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “percentage,” “proportion,” “remained unchanged,” and “increased,” so the main information can usually be understood. However, the range is limited and several noticeable word-choice, form, and spelling errors reduce precision. Examples include “France” for French, “others language,” “speaker” where a plural is needed, “duel languages,” and “fegure.” The phrase “speak only in English” is also less natural than “speak only English” or “speak no other language.” These errors sometimes make the reader pause, particularly in the overview. Build a reliable set of accurate terms for language categories and practise checking spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more developed sentence forms, and the time comparison is generally clear. Some grammatical errors remain, but they do not usually prevent understanding. For example, the opening says “the percentage of British students were able,” where the subject and verb do not agree; “at an university” needs the correct article; and “were able speak” is missing “to.” There are also problems with plural and article patterns in “30% students” and “the number of speaker.” The sentence beginning “The number of Spanish and France speaker…” has an unclear grammatical structure. Review subject–verb agreement, articles, infinitives after “able,” and plural forms, then check punctuation and spacing around commas.

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