Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-09-01

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 6.0)

The two pie charts illustrate responses by teachers of foreign languages in Britain to a survey concerning why students learning a foreign language. The first chart shows that Proportion of teachers reporting seven most common reasons for learning, While second depicts that percentage of teachers reporting recent increase in people learning reasons.

Overall, travelling emerges as the dominant motivation for learning a foreign language among students in Britain. However, teachers largely attribute recent shifts in language learning is overseas ownership, business related purpose and professional.

It can be clearly seen that, approximately one-third of survey reported that travel is a primary reason students pursue a foreign language. Only 3% believed that travel has contributed to recent changes, making it the lest learning reason. Learning a language for work or business purposes was 26% of teachers as a main reason, while 19% felt this motive has increased in recent years. Similarly, just under one-fifth of respondents identified buying property overseas as a key reason, yet this figure rose substantially to around one-third when teachers assessed its impact on changing trends.

Comparable proportions were recorded for general interest, personal development, and having a foreign partner, each accounting for roughly 5% in both charts. Additionally, 15% of teachers attributed recent changes to social contact, while an identical proportion believed that there had been no significant change overall

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The report covers the main features of the charts and provides a clear overview. However, there are some inaccuracies in the data reporting. For example, you state that 'approximately one-third' of teachers reported travel as a primary reason, whereas the chart shows 35%. You also mention that 'only 3%' believed travel has contributed to recent changes, but the chart indicates 3% for 'travel' in the second category. The summary of the second chart is slightly confusing, as you list categories like 'professional' which are not clearly defined in the prompt's labels. To improve, ensure that data points are transcribed more accurately and that the comparison between the two charts is more precise.

Coherence and Cohesion — Band 6.5

The response is organized into logical paragraphs, with an introduction, an overview, and body paragraphs. Cohesive devices such as 'However', 'It can be clearly seen that', and 'Similarly' are used to link ideas. However, the progression of ideas is occasionally hindered by awkward phrasing, such as 'the second depicts that percentage of teachers reporting recent increase in people learning reasons'. Additionally, the referencing is sometimes unclear, particularly when discussing the second chart's categories. Improving the flow between sentences and ensuring that pronouns and cohesive markers refer back to clear antecedents would enhance the overall coherence.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using terms like 'dominant motivation', 'substantially', and 'comparable proportions'. However, there are several instances of awkward word choice and collocation errors, such as 'the lest learning reason' (least common) and 'business related purpose and professional'. The phrase 'people learning reasons' is also unnatural. While the vocabulary is sufficient to convey the main points, more precision and a better grasp of collocations would elevate the score. Focus on using specific terminology related to data description and ensuring that word forms are used correctly in context.

Grammatical Range and Accuracy — Band 6.0

The response contains a mix of simple and complex sentence structures. There are several grammatical errors that occasionally impede the flow, such as 'why students learning a foreign language' (missing auxiliary verb) and 'teachers largely attribute recent shifts in language learning is overseas ownership' (incorrect sentence structure). Punctuation is generally acceptable, but there are minor errors, such as the missing comma after 'However' in the second paragraph. To reach a higher band, you should aim for more error-free sentences and ensure that complex structures, such as relative clauses and passive voice, are constructed accurately.

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

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