Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Complete Catalyst · 2026-08-01

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 pie charts illustrates the information by the britin instructors of international languages to a questionnare in tge regaurd why the students are most likely to learn international languages. The first pie chart gives the information about the primary reasons of learning skill whereas the other pie chart provides data on the recent changes in these reasons.

Overall,the main reason of learning new language skill is to travel abroad and the second crucial reason is for business and work matters and the third major part is to buy property internatinally. The second pie chart shows the main changes is in the reason of purchasing overseas land and the work purposes abroad.

Firstly, people up to 33% which are absorbing new language are the ones who travel frequently in different states. The second major portion is occupied with 26% of the people with different work puposes and people which are purchasing overseas real estates are upto 19%.

In second pie chart, there is a shift in the proportion of people occupied overseas real estate are made up to 34% the second major ratio in the recent changes are people with work matter are just 19% whereas the ratio of social contacts and no changes are similar.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main features of the pie charts and provided a clear overview. You included data points to support your descriptions, which is essential for Task 1. However, the report lacks a clear distinction between the two charts in terms of their purpose; the second chart represents teachers' perceptions of 'recent change', not just a different set of reasons. To improve, ensure you clearly label the data sets and avoid minor inaccuracies in data reporting, such as misinterpreting the 'no change' category. Overall, you have addressed all parts of the prompt, but the analysis could be more precise regarding the specific nature of the survey data.

Coherence and Cohesion — Band 6.5

The response is organized into logical paragraphs, which helps the reader follow the information. You use some cohesive devices like 'Firstly', 'The second major portion', and 'In second pie chart'. However, the flow is occasionally hindered by mechanical phrasing and some awkward transitions between sentences. The referencing is sometimes unclear, particularly when moving between the two charts. To reach a higher band, focus on using a wider variety of linking words and ensure that each paragraph has a clear topic sentence that guides the reader through the data comparison.

Lexical Resource — Band 6.0

You have an adequate range of vocabulary to describe the charts, using terms like 'proportion', 'ratio', and 'occupy'. However, there are several spelling errors (e.g., 'britin', 'questionnare', 'tge', 'regaurd', 'internatinally') and some word choice issues, such as 'absorbing new language' instead of 'learning' or 'acquiring'. These errors are noticeable and occasionally distract the reader. To improve, focus on proofreading for common spelling mistakes and expanding your repertoire of synonyms for 'increase', 'decrease', and 'proportion' to avoid repetition.

Grammatical Range and Accuracy — Band 6.0

You attempt a mix of simple and complex sentence structures, which is a good start. However, there are frequent grammatical errors, particularly with subject-verb agreement (e.g., 'The pie charts illustrates') and article usage. Some sentences are also structurally awkward, such as 'people up to 33% which are absorbing new language'. While these errors do not completely impede communication, they are frequent enough to lower the score. Focus on mastering basic sentence construction and subject-verb agreement before attempting more complex structures to ensure higher accuracy.

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