Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-07-24

IELTS Writing Task 1 question

The pie charts below show responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language. The first chart shows the main reason for learning a foreign language. The second chart shows how many teachers felt that there has been a recent change in the reason.

Write a report for a university lecturer describing the information below.

% of teachers reporting the following as most common reason for learning:

Student answer (Band 6.0)

The responses by the tutors of foreign languages in Britain to a survey worrying why their students are learning a foreign language is delineated by the pie chart below.

Overall, by analysing the chat , it shows that main reason to learn language is travel .Whereas ,teachers felt that main reason is buying property in foreign country.

Looking deeper in to the information , the most common reason to learn language is travel . almost 33% of student learning . Moreover, 26% of students learn because of the business or work. While , tutors think that recently 19% of students go for the work or business related.

7% and Less than 7% of students have the reason of personal development, social contacts and foreign partner . Whereas, teachers think that less than 7% of recent increase in people learning is general interest , personal development , foreign partner and travel. Mostly teachers think that 34% of students learning language recently because of the purchasing the property abroad.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to address the task but fails to clearly distinguish between the two charts. The first chart shows the 'main reason' for learning, while the second shows 'recent changes'. The student confuses these categories, leading to inaccurate reporting of the data. For instance, the claim that '34% of students learning language recently' is due to property is a misinterpretation of the second chart's data. Furthermore, the overview is weak and lacks a clear summary of the main trends. To improve, you must carefully label the data from each chart separately and ensure the overview highlights the most significant differences or trends rather than just listing isolated figures.

Coherence and Cohesion — Band 6.0

The essay is divided into paragraphs, but the logical progression is hindered by confusing sentence structures and unclear referencing. The use of cohesive devices is often mechanical or misused, such as the repetitive use of 'Whereas' and 'Moreover' without clear logical links between the ideas. The transition between the two charts is abrupt, making it difficult for the reader to follow the comparison. To improve, focus on using transition signals that show contrast or addition more naturally and ensure that each paragraph has a clear focus, such as dedicating one paragraph to each chart.

Lexical Resource — Band 6.0

The vocabulary range is limited and repetitive. There are several instances of awkward word choices, such as 'worrying' instead of 'concerning' and 'tutors' instead of 'teachers'. The phrasing 'go for the work' is informal and imprecise. While the student attempts to use some topic-specific vocabulary like 'personal development' and 'purchasing the property', the overall control is inconsistent. To achieve a higher band, you should work on using more precise academic collocations and avoid repeating the same verbs and nouns throughout the report.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with article usage ('the main reason to learn language'), subject-verb agreement ('the responses... is delineated'), and punctuation (incorrect spacing before commas). Sentence structures are mostly simple, and attempts at complex sentences often contain errors, such as '7% and Less than 7% of students have the reason of...'. To improve, focus on basic sentence construction, specifically ensuring that subjects and verbs agree and that articles are used correctly with countable nouns.

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