Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-11-04

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 percentages of British citizen students in 2000 and 2010 at a University in England, who could speak languages other than English. Overall, highest number of British students in both years could not able to speak any other language than English. Number of English students who can speak only French as the second language increased on 2010, while the proportion of being able to speak Spanish became half at 2010 from 2000.

Compare to 2000, British students who could speak no other language than English, reduced by 5% and became 35% in 2010. Students who could speak German only as the second language remained same at 10% on both the year. Meanwhile, profecient students being able to speak two other languages increased from 10% to 15%, while the students with spanish speaking capability reduced sharply from 20% to 10% in the year 2010. Moreover, the proportion of English students in that university knowing two other languages raised by 5% in 2010 from 15% of 2000. Finally it can be said that, the given charts shows significant proportional changes of the British students in a perticular university who were capable of speak other languages.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: the largest group in both years spoke no other language, and Spanish-only speakers declined while the “two other languages” group grew. Several figures are also reported accurately, including German at 10% in both years and Spanish falling from 20% to 10%. However, the overview contains a significant contradiction: it says the no-other-language group was highest, then says it “reduced by 5%” to 35%, although it actually increased from 30% to 35%. The claim that French-only speakers increased is also incorrect; this share fell from 15% to 10%. The response does not clearly report the changes in “another language” (15% to 20%), and repeats the two-language increase. More precise coverage of all categories would make the summary more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, moving from an introduction and overview to comparisons, and it uses linking expressions such as “Meanwhile,” “Moreover,” and “Finally.” This gives the reader a general sense of progression. However, the comparisons are not consistently organised: the no-other-language figure is described as both the largest group and as having “reduced” to 35%, which disrupts the logic. “Moreover” introduces a repeated point about speaking two other languages rather than a new comparison, while the final sentence largely restates the introduction. Grouping the categories by increase, decrease, and no change—and checking that each comparison is stated once—would make the progression clearer and cohesion less mechanical.

Lexical Resource: Band 6.0

You use a reasonable range of task-related vocabulary, including “proportion,” “remained,” “reduced sharply,” and “capability,” so the main subject is generally clear. There are also attempts at more formal phrasing, although some combinations are inaccurate or unnatural: “proficient students” suggests language skill was assessed, and “proportion of being able to speak Spanish” is awkward. Spelling errors such as “profecient,” “spanish,” and “perticular” reduce accuracy, while repeated use of “students” and “speak” limits flexibility. Choose precise chart language and collocations, for example “the share of students who spoke Spanish” and “the proportion rose.” This would improve naturalness without requiring unnecessarily complex vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including clauses beginning with “who” and comparisons using “while,” and the overall meaning is usually recoverable. However, some grammatical errors recur. For example, “could not able to speak” combines incompatible verb forms; use “could not speak” or “were unable to speak.” In “increased on 2010,” the time expression needs “in 2010,” and “remained same” needs an article (“remained the same”). There are also problems with agreement and sentence construction in “the given charts shows” and “capable of speak.” Review verb forms, articles, and prepositions, then proofread each sentence. More consistently accurate complex sentences would strengthen control.

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