Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-11-02

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 chart ilustrate the percentages of British students at a university in England who could speak languages other than english in 2000 and 2010.

Overall, it is clear that the proportion of students who could not speak any additional language increased slightly over the ten year period. Spanish was the most popular foreign language in 2000, whereas the percentage of student speaking another language and two other languages increased by 2010.

In 2000, 30% of students were unable to speak any language apart from english. Spanish was the most commonly spoken additional language for 20% of students. French was spoken by 15% of student in this year. While, German had only 10% rate. Other two different languages rather than this all languages were spoken by 10% students. Another language was spoken by 15% of students.

In 2010, students those were unable to speak any language increased by 5% and become 35%. Meanwhile, Spanish and French had same percentage of 10 with slightly fall. Student with German speaking remain same with 10%. Also, the percentage rate of two other language speaking students rose by 5% and they are now 15%. After all of this student who knoes another language were increased by 20%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and give a clear overview of the main shifts: the share with no additional language rises from 30% to 35%, while Spanish falls from 20% to 10%. Most figures are reported accurately, including the unchanged 10% for German and the increases for “another language” and “two other languages.” However, the overview could compare the overall pattern more fully, and some details are unclear. In particular, “After all of this student who knoes another language were increased by 20%” suggests a 20% increase, whereas the chart shows that this category reached 20% in 2010, up from 15%. Clarify that distinction and describe the categories consistently to make the report more complete and precise.

Coherence and Cohesion: Band 6.5

The response has a clear overall arrangement: an introduction, an overview, and separate paragraphs for 2000 and 2010. This makes the year-by-year comparison easy to follow, and linking expressions such as “Overall,” “Meanwhile,” and “Also” help signal relationships. The progression is generally logical, but some connections are mechanical or unclear. For example, “While, German had only 10% rate” is not smoothly connected to the preceding sentence, and “After all of this” does not clearly introduce the final comparison. Referencing in “this all languages” is also difficult to interpret. Use more precise transitions and group related categories together so the comparisons flow naturally rather than reading as a list.

Lexical Resource: Band 5.5

You use relevant vocabulary for describing charts, including “proportion,” “most commonly spoken,” “increased,” “remain same,” and “rose.” This gives you enough range to communicate the main comparisons, but several word choices and collocations are inaccurate or repetitive. Phrases such as “had only 10% rate,” “students those were unable,” and “two other language speaking students” sound unnatural, while “knows” is misspelled in the final sentence. “Another language” is also used ambiguously, since it is a chart category rather than a general description of all students who speak a language. Practise standard chart-reporting phrases such as “accounted for,” “the proportion of students speaking,” and “rose to,” while checking spelling and singular/plural forms.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and more complex sentences, including the contrast in “Spanish was the most popular foreign language in 2000, whereas…” and the time comparison introduced by “In 2010.” The main information is usually understandable, but some grammatical errors remain. Examples include “30% of students were unable to speak any language apart from English,” where the intended meaning is clearer as “any other language,” and “students those were unable,” which needs a relative clause such as “students who were unable.” There are also agreement and tense problems in “the percentage rate … rose … and they are now 15%” and “students … were increased.” Use consistent past-tense reporting and check clause structure, articles, and agreement.

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