Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Complete Catalyst · 2026-07-27

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 6.5)

The given first pie chart indicates the information about the response by teacher of foreign languages in Britain to a survey concerning students interest in learning a foreign language. And second pie chart indicates that many teachers felt that there has been change in the reason.

According to the first and second pie chart respectively, the most common reason for learning foreign language is travel by 33% and than this reason drop drastically to 3%. Personal development and social contacts are same of 7% and further in second pie chart personal development decrease to 4% and social contacts increases to 15%. General interest reason has a 5% and then it increases to 6%.

Furthermore, business or work reason has been decrease from 26% to 19% and buying property overseas reason for learning foreign language increases from 19% to 34%. Foreign partner was the least reason among the people for learning new language about 3% and it increases to 4%.

To conclude, travel reason has been decrease drastically among all the reason and buying property overseas reason increases in maximum amount.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers the main features of the data, including the initial reasons and the subsequent changes. However, the report lacks a clear overview or summary of the most significant trends, which is essential for a high band score. While the data points are generally accurate, the description is somewhat mechanical, listing percentages without effectively grouping or comparing the information to highlight the most important shifts. The report would benefit from a more analytical approach that synthesizes the data rather than simply listing the figures for each category. Overall, it addresses the task requirements but lacks the depth of analysis required for a higher band.

Coherence and Cohesion — Band 6.5

The response is organized into paragraphs, which helps the reader follow the information. However, the use of cohesive devices is somewhat repetitive and mechanical. Phrases like 'According to the first and second pie chart respectively' and 'Furthermore' are used, but the transition between ideas is sometimes abrupt. The referencing is occasionally unclear, particularly when discussing the changes between the two charts. To improve, you should use a wider variety of linking words and ensure that the progression of ideas flows more naturally from one sentence to the next, rather than just listing data points in sequence.

Lexical Resource — Band 6.0

The vocabulary used is adequate for the task but lacks variety and precision. You rely on basic verbs like 'indicates', 'increase', and 'decrease' throughout the report. There is an attempt to use some topic-specific vocabulary, but it is limited. For example, 'buying property overseas' is a clear description, but the phrasing could be more sophisticated. There are also some minor errors in word choice and collocation, such as 'the least reason among the people' and 'increases in maximum amount', which sound unnatural. Expanding your range of synonyms and focusing on more precise collocations would significantly improve your score.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and some complex sentence structures. However, there are frequent grammatical errors that occasionally impede the flow of the text. Issues include missing articles ('the information about the response by teacher'), subject-verb agreement errors ('social contacts is same'), and incorrect verb tenses or forms ('reason has been decrease'). While the meaning is generally clear, these persistent errors in basic grammar prevent the response from reaching a higher band. Focusing on proofreading for subject-verb agreement and consistent tense usage would be a beneficial next step for your writing development.

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