Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The pie charts display the comparison between the percentages of British students, speaking foreign languages alongside English, in 2000 and 2010.

Overall, proportions of students speaking Spanish and French decreased in 2010, while one or more language speaker percentages increased. However, percentage of speaker of no other foreign language increased, while the rate of german speakers remained the same.

In 2000, 20 percent British student were able to speak Spanish which decreased to 10 percent in 2010. Same scenario was seen in the proportion of French speakers, which decreased from 15 percent to 10 percent, during these years. However, percentage of students who spoke german remained the same in both years, which was 10 percent.

On the other hand, speakers percentage of another language increased from 15 percent to 20 percent in these years. In addition, students percentage, who spoke two other language also rose by 5 percent, in 2010.

Meanwhile, the proportion of knowing no other language except English increased to 35 percent, in 2010, from 30 percent in 2000.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The response selects the main changes accurately and gives a clear overview: Spanish and French declined, German stayed level, and the shares for other languages and no additional language rose. The figures cited for each category match the charts, including the increases from 15% to 20% for another language and from 10% to 15% for two other languages. This is a well-supported account of the key comparisons. To make the report more complete and precise, clarify that the categories are proportions of students who could speak each language, and avoid the slightly broad phrase “one or more language speaker percentages increased,” since the chart separates “another language” from “two other languages.” The overview could also foreground that no other language was the largest category in both years.

Coherence and Cohesion: Band 7.0

The response has a clear progression: an introduction, an overview, and paragraphs comparing the language categories. Contrast markers such as “However,” “On the other hand,” and “Meanwhile” help signal changes, and the figures are generally grouped in a sensible way. The organisation is easy to follow, though some transitions feel formulaic or do not express the relationship precisely; for example, “On the other hand” introduces another increase rather than a genuine opposing point. The overview also repeats the rise in the no-other-language group, which is reported again in the final paragraph. For a more controlled progression, group the declining and unchanged categories together, then the increasing categories, and use fewer, more exact linking phrases.

Lexical Resource: Band 5.5

The response uses relevant vocabulary for describing charts, including “proportions,” “decreased,” “remained the same,” and “increased.” This is enough to communicate the comparisons, but the range and control are limited by repeated use of “percentage” and awkward or imprecise combinations such as “speakers percentage,” “one or more language speaker percentages,” and “percentage of speaker.” “Foreign languages” is understandable, but “additional languages” more closely reflects the chart’s categories. There are also spelling and word-form issues, notably “german” instead of “German” and “two other language” instead of “two other languages.” Aim for accurate collocations and vary the language for describing proportions and changes.

Grammatical Range and Accuracy: Band 5.5

The response attempts a mix of simple and more complex sentences, including clauses with “which” and “while,” and the intended comparisons remain understandable. However, errors occur across several sentence patterns. Examples include “20 percent British student were able” (missing an article and incorrect number agreement), “Same scenario was seen” (missing an article), and “students percentage, who spoke two other language” (faulty noun phrase and clause structure). The sentence “However, percentage of speaker of no other foreign language increased” also lacks an article and has an awkward singular construction. These recurring errors limit accuracy, even though they do not prevent the reader from following the data. Practise plural subjects, articles, and constructing noun phrases before adding relative clauses.

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