Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-09-04

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 pie chart shows responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language. The first chart illustrates proportion of main reason for learning a foreign language while the second chart shows how many teachers felt that there has been a recent change in the reason.

Overall, travel followed by business/work were the major reasons. While one-third teachers believe that there has been increase in people learning new language for the purpose of buying property overseas.

To start with, the most common reason to learn a foreign language was travelling with 33%, followed by business/work with 26%. Personal development and social contacts both were 7%. General interest and foreign partner were relatively uncommon with 5% and 3% respectively. Buying property overseas had a figure of 19%.

With respect to increase in number of learners, teachers believe that more than one-third would be due to buying property, followed by business/work with 19%. Social contact and no change had an equaled with 15%.The least figures were of travel with only 3%. Other than this, general interest and foreign partner were 6% and 4% respectively.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

You have successfully identified the key features of the two pie charts and provided a clear overview. You covered all parts of the task, including the main reasons for learning and the perceived changes. However, the report could be improved by better synthesis of the data. For instance, when describing the second chart, you mention 'more than one-third would be due to buying property,' which is a good observation, but the comparison between the two charts could be more analytical. Ensure that all data points are accurately transcribed; for example, ensure the distinction between the 'main reason' and the 'change in reason' is consistently clear to the reader.

Coherence and Cohesion — Band 6.0

The response is logically organized with a clear introduction, overview, and body paragraphs. You use some cohesive devices such as 'To start with,' 'followed by,' and 'With respect to,' which help the flow of information. However, some transitions are a bit mechanical, and the paragraphing could be more refined. For example, the second paragraph is quite short and could be better integrated. Additionally, some sentences, such as 'Social contact and no change had an equaled with 15%,' are slightly awkward in their construction, which affects the overall flow of the text.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportion,' 'illustrates,' and 'relatively uncommon.' However, there are some inaccuracies in word choice and collocation. For example, 'had an equaled with 15%' is grammatically incorrect and uses awkward phrasing. You also rely on some repetitive structures when listing percentages. To reach a higher band, try to incorporate more varied ways of describing trends and proportions, such as 'accounted for,' 'constituted,' or 'represented,' rather than relying heavily on 'was' or 'had a figure of.'

Grammatical Range and Accuracy — Band 6.0

You use a mix of simple and complex sentence structures. While the meaning is generally clear, there are several grammatical errors that occur throughout the text. Examples include 'one-third teachers' (missing 'of'), 'increase in people learning new language' (missing an article), and 'The least figures were of travel' (awkward phrasing). While these errors do not impede communication, they are frequent enough to prevent a higher score. Focus on subject-verb agreement and the correct use of articles to improve your accuracy.

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

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