Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-08-18

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 rendered pie charts depict the information about the important factors for learning a foreign language and many tutors felt that there has been a recent change in the reason.

Overall, the most common reason for learning foreign language are travel and business work, while recent increase in people for learning foreign language reasons are buying property overseas and business or work.

In detail, the one of most common reason for learning foreign language is for traveling around 33 percent strength give the reason, while about 26 percent pupil give the reason for business work. And 19 percent students learning for buying property overseas. Interestingly, about 7 percent pupil learning foreign language for personal development and social contacts . Moreover, only 5 percent student learning for general interest.

In the case of, tutors seen that recent increased for learning language in case of buying property overseas about 34 percent. While, 19%, 15%and 6% pupil learning foreign language for business, no change and general intrest respectively. And only 4% student learning for foreign partner and personal development.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the pie charts, including the primary reasons for learning and the perceived changes. However, the analysis is somewhat superficial. While you identify the key data points, the comparison between the two charts could be more effectively integrated. The overview is present but lacks a clear synthesis of the trends. Some data points are presented as a list rather than a cohesive report, which limits the depth of the task achievement. To improve, ensure that you group related information and provide a more analytical comparison rather than just listing percentages.

Coherence and Cohesion — Band 6.0

The response is organised into logical paragraphs, which helps the reader follow the structure. You use some cohesive devices such as 'Overall', 'In detail', and 'Moreover'. However, the use of these devices is sometimes mechanical or slightly unnatural, such as 'In the case of, tutors seen that...'. The progression of ideas is generally clear, but the flow between sentences could be smoother. Referencing is occasionally imprecise, which makes some sentences feel disjointed. Improving the variety and accuracy of linking words will help achieve a higher band score.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task but lacks precision and variety. You rely on basic phrasing such as 'give the reason' and 'learning for'. There are also some awkward collocations and word choice errors, such as '33 percent strength' and 'tutors seen that'. While the meaning is generally conveyed, the lack of more sophisticated or varied vocabulary limits the score. To improve, try to use more precise reporting verbs and nouns related to data description, such as 'account for', 'represent', or 'a significant proportion'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempts at complex sentence structures. However, there are frequent grammatical errors, particularly with subject-verb agreement ('tutors seen that', '5 percent student learning') and article usage. Punctuation is also inconsistent, with some missing spaces after commas and incorrect capitalization. These errors are noticeable and occasionally distract the reader, although they do not completely impede communication. To improve, focus on basic sentence construction, ensuring that subjects and verbs agree and that articles are used correctly before nouns.

See this exact question answered at other band scores — the same prompt compared across bands.

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