Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-11-05

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 charts highlights the data of students who were able to speak languages besides English, in the year 2000 and 2010, at a university in England.

One thing that is noticeable in these charts is an increase in students who could only speak English and no other languages, as their proportion increased from 30 in 2000 to 35 in 2010. Unlike the students who spoke no other language, the proportion of students who could speak two other languages grew from 10 in 2000 to 15 in 2010. On the other hand, the number of Spanish speaking students halved in these 10 year span, because in 2000 they were at 20, and they dropped to 10 in 2010.

The percentage of German speaking students remained the same at 10. The proportion of French speaking students also dropped form 15 to 10 between 2000 and 2010. Lastly the numbers grew for all the other students who speak some kind of another language, it went up from 15 in 2000 to 20 in 2010.

These were the stats of students who could speak some other language in addition to English, where the number of students who spoke no other language, the students who spoke another language and the students who spoke two other languages increased. While the Spanish and French speaking students decreased in proportion and the German speakers remained the same.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You report the main movements accurately: no-other-language speakers rose from 30% to 35%, Spanish fell from 20% to 10%, French declined from 15% to 10%, German stayed at 10%, and the other-language categories increased. The closing summary also identifies these overall directions, so the response covers the task and includes a clear overview. To make the account more complete, distinguish more precisely between “another language” and “two other languages,” and avoid calling the figures “numbers” when the charts show proportions. The opening and final sentences repeat the chart topic, while some comparisons could be developed into a sharper overview of the largest category and the contrasting trends. This accurate coverage is strong, but not all features are equally well selected and synthesised.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, a paragraph describing several changes, a further paragraph covering the remaining categories, and a concluding summary. Linking phrases such as “On the other hand” and “Lastly” help signal comparisons, and the information is generally easy to follow. However, the final paragraph largely repeats the preceding details rather than adding a useful synthesis, and “Unlike the students who spoke no other language” does not clearly express the intended contrast with the increase in two-language speakers. The repeated references to “students” also make the progression somewhat mechanical. Grouping the categories by rising, falling, and unchanged proportions, then ending with one concise overview, would make the organisation more purposeful and the connections clearer.

Lexical Resource: Band 5.5

You use enough chart-related vocabulary to communicate the main comparisons, including “proportion,” “increased,” “halved,” “remained the same,” and “dropped.” This gives the response a relevant range, but several choices are imprecise or repetitive. “The data of students” is an awkward way to introduce the charts, and “the numbers grew for all the other students” is less accurate than describing the proportions. “Some kind of another language” is also vague, while “Spanish speaking students” can suggest a different meaning from students who spoke Spanish. Aim for precise, natural collocations and vary repeated wording such as “students who could speak.” These refinements would make the account more fluent and exact without requiring unnecessarily advanced vocabulary.

Grammatical Range and Accuracy: Band 5.5

You attempt a mix of simple and complex sentences, including clauses with “as,” “because,” and “where,” and most of the meaning remains clear. Some grammatical errors are noticeable, however. The opening has subject–verb disagreement in “The two pie charts highlights”; it should be “highlight.” In “in these 10 year span,” the noun phrase needs a plural form and article, and “dropped form 15 to 10” contains a typing error that disrupts the sentence. The final sentence beginning “While” is a fragment because it has no main clause. There are also awkward sentence boundaries in the last paragraph. Check agreement, singular and plural forms, and ensure each sentence has a complete main clause; this would improve control while preserving your attempts at complex structures.

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