Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-11-03

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 compare the distribution of British students who could speak more languages apart from English from 2000 to 2010 at university in England.

Looking from an overall perspective, in both years, most of the students were speaking only English, whereas the proportion of students who spoke German and two other languages accounted for the smallest fraction in 2000. While Spanish, French, and German language had the smallest proportion in 2010.

Regarding 2000, 30% of students were speaking English only, followed by Spanish, at 20%. French and Another language recorded an identical figures, at 15% for each. Likewise, proportion of student who spoke German and Two additional languages showed same figures, at 10% for each.

Turning to 2010, the students who spoke English only increased to 35%. Similarly, the figures for Another languag and two other languages accounted for 20% and 15%, respectively. the proportions of students who spoke Spanish and Frech decreased to 10% for each. Moreover, the figure for German language remained same in both years, at 10%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both years and report the main categories with mostly accurate figures, including the rise in “No Other Language” from 30% to 35%, and the declines in Spanish and French. The overview identifies English-only speakers as the largest group in both years, but it misstates the smallest categories: in 2000, German and two other languages were tied at 10%, while in 2010 German, Spanish and French were tied at 10%. The claim that Spanish, French and German had the smallest proportion in 2010 is therefore accurate, but the overview could make the key shift in the overall distribution clearer. Also, “speaking only English” is not a chart category; use “no other language” to report it precisely. Some features are covered more fully than others.

Coherence and Cohesion: Band 7.0

The response has a clear four-part structure: an introduction, an overview, and separate paragraphs for 2000 and 2010. This gives the information a logical progression, and signposts such as “Regarding 2000” and “Turning to 2010” help readers follow the comparisons. Linking expressions including “followed by,” “Likewise” and “Moreover” are generally used appropriately. To make the organisation more fluent, avoid relying on formulaic transitions and connect related changes across the two years—for example, contrast the rise in “Another language” with the falls in Spanish and French. The overview’s comparison of the smallest groups is also slightly confusing, so state the ties directly and consistently.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing proportions and change, including “distribution,” “accounted for,” “increased,” “decreased” and “remained.” These choices make the main comparisons understandable. However, some wording is imprecise or awkward: “speak more languages apart from English” suggests multiple additional languages, while “speak other languages in addition to English” is more accurate; “speaking English only” should be replaced by the chart’s idea of having “no other language.” There are also spelling slips in “languag” and “Frech,” and “identical figures” is not the most natural collocation here. Aim for precise category labels and check spelling, especially in key data descriptions.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, including the contrast structure “While Spanish, French, and German…” and the comparison “the figure for German language remained same in both years.” Most sentences communicate the intended figures, but some grammatical errors remain. For example, “French and Another language recorded an identical figures” has an article and number-agreement problem; “proportion of student” needs an article and plural noun; and “the figure … remained same” needs “the same.” Capitalisation after a full stop is inconsistent in “the proportions” and “Moreover” is preceded by a sentence fragment-like transition. Review articles, singular/plural agreement and sentence boundaries to improve accuracy while retaining your range of structures.

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