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 proportions of the ability of british students to speak other languages along with english in 2000 and 2010.

Overall, the percentage of No other language is at top in both years with 30% in 2000 and 35% in 2010. Whereas, German only holds the least position with not more than 10% in both years as well.

In 2000 the ability of British students to speak Spanish only was 20% which is the highest for any language to hold following with French only which holds surprisingly 15% and just like that German only secures 10%. Whereas, Two other languages holds 10% only and Another language had 15%. However, top spot goes to No other language with significant 30 percent.

Similarly in 2010 the proportion for No other language was at 35% which was the largest one and Another language holds 20%. Whereas, Two other language had 15% and other ones like French,Spanish and German all holds 10% each respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main overall pattern: students reporting no other language form the largest group in both years, rising from 30% to 35%, while the language categories are generally smaller. You also include the key figures for all categories, and these match the chart. However, the overview’s claim that German is the least category is not accurate in 2000, when German and two other languages are both at 10%; in 2010, French, Spanish and German are tied at 10%. The report also repeats the largest category in the detail paragraphs rather than drawing out the main changes, especially the fall in Spanish from 20% to 10% and the increases in “another language” and two languages. A more selective comparison would make the key features clearer.

Coherence and Cohesion: Band 6.0

The response has a clear four-part structure: an introduction, an overview, and separate descriptions of 2000 and 2010. This makes the information easy to locate, and time-based sequencing is appropriate. However, cohesion is sometimes mechanical: “Whereas,” “Similarly,” and “However” are used to begin sentences without always expressing a clear contrast or relationship. The 2000 paragraph also repeats that “No other language” is the top category after this has already been stated in the overview. Some references, such as “other ones,” are vague, and the comparison between years is mostly left implicit. Use linking expressions only where the relationship is clear, and connect the changes across years directly.

Lexical Resource: Band 5.5

You use relevant chart vocabulary, including “proportions,” “percentage,” “largest,” and “holds,” and the reader can understand the categories and figures. There is some attempt to vary wording, but several choices are unnatural or imprecise for describing data: “the ability … was 20%,” “holds the least position,” and “top spot goes to” sound awkward or informal. “Other ones” is also vague, while “significant 30 percent” suggests statistical importance that the chart does not establish. Capitalisation is inconsistent in “british,” and category labels should be reproduced consistently. More precise verbs such as “accounted for,” “stood at,” and “increased” would make the report more natural and accurate.

Grammatical Range and Accuracy: Band 5.5

You attempt both simple and more complex sentence forms, including contrast clauses with “Whereas” and a relative clause in “which is the highest.” The main figures and comparisons remain understandable, but some grammatical errors recur. Subject–verb agreement is inconsistent in “Two other languages holds” and “all holds”; use “hold” and “hold” or restructure the sentences. The opening phrase “the proportions of the ability” is also an awkward grammatical construction, and “in both years as well” is not smoothly integrated. Several sentences begin with “Whereas,” creating fragments or weakly connected clauses. Aim for complete sentences with a clear subject and verb, and check agreement and clause connections during revision.

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