Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-07-26

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 two charts compare the proportion of the seven reasons given by the teachers and the current reasons about why the people learn foreign languages in Britain.

Overall, it can be seen that the most dominating reason for learning the foreign language is for buying foreign properties, which is double the proportion given by the teachers, while the actual leading reason given by the lecturer was seen to be the least in the current market.

Travel and business purposes were the two reasons that were given by the teachers, 33% and 28% each, and it was seen that travel was the least reason that came on the survey, which was only 3%, whereas 9% fewer were seen for the second reason. As for the period surveyed, buying property has been one of the leading reasons why people learn foreign languages, 34% respectively, which was double the percentage given by the teacher.

However, 15% of the reason was seen as the no change given by the teacher. While social contacts have concerned more than double the proportion given by the tutors. Personal development has decreased as the time surveyed, whereas the remaining reasons just increased by 1% each.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to address the task but struggles with accuracy in reporting the data. The description of the charts is confusing, particularly the distinction between the two charts. For instance, the claim that 'buying foreign properties' is the 'most dominating reason' is not clearly supported by the provided data, and the comparison between the teachers' views and the 'current reasons' is muddled. The report lacks a clear overview of the main trends, and some figures are misinterpreted or presented in a way that makes the data difficult to follow. To improve, ensure you clearly identify the two distinct datasets and describe the key features rather than listing individual percentages without a clear analytical framework.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, but the logical progression is weak. The transition between ideas is often abrupt, and the use of cohesive devices is sometimes mechanical or confusing. For example, the phrase 'As for the period surveyed' does not clearly link to the preceding information. Referencing is occasionally unclear, making it difficult for the reader to follow which chart or data point is being discussed. While there is an attempt to group information, the lack of clear signposting and the confusing structure of the comparisons hinder the overall flow of the report.

Lexical Resource — Band 6.0

The range of vocabulary is limited and sometimes inaccurate. There is a reliance on basic terms, and some word choices are awkward or inappropriate for a formal report, such as 'most dominating reason' or 'the least reason that came on the survey'. There are also issues with collocation, such as '15% of the reason was seen as the no change'. To reach a higher band, you should aim to use more precise academic vocabulary and ensure that your terminology accurately reflects the data presented in the charts.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include incorrect preposition usage, subject-verb agreement errors, and awkward phrasing, such as '9% fewer were seen for the second reason' and 'Personal development has decreased as the time surveyed'. While the meaning is generally discernible, the frequency of these errors prevents the writing from being considered fluent or highly accurate. Focusing on sentence structure and proofreading for basic grammatical slips would be beneficial.

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