Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-09-06

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 illustrated pie charts show British foreign language teachers' responses to a survey concerning the motivations behind students decision to learn a foreign language. The first pie chart shows the principle reasons for learning a language while the second illustrates teachers perceptions of recent changes in these motivations. Overall, travelling is shown as the prominent reason for learning a foreign language in Britain. However, teachers largely attribute recent shifts in language learning are because of overseas property ownership and professional purposes.

To begin with, 33% of the teachers reported that travel is the primary reason students learn a foreign language. In contrast to this, only 3% of the teachers reported recent increase in language learning thus making it the least influential factor. Moreover, it was recorded by 26% of the teachers that a language was learnt for business and work purposes. Whereas, 19% felt this motivation increased over time. Similarly, approximately one-fifth of the teachers claimed that buying property overseas was a reason however, this figure rose

substantially to one third. On the other hand

In addition, ~~word~~ recorded proportions were recorded

for general interest, personal development, and having a

foreign partner, each accounting for approximately 5%

in both charts. Furthermore, 15% of the teachers

attributed to changes in to social contact.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The report covers the main features of the data well, providing a clear overview and selecting key figures to support the description. You successfully identified the primary motivations and the shifts in perception. However, the response is incomplete; the final paragraph is fragmented and contains unfinished sentences (e.g., 'On the other hand' and 'In addition, ~~word~~ recorded proportions were recorded'). This lack of completion prevents a full analysis of the final data points, which limits the score. To improve, ensure that all data points are fully integrated into coherent sentences and that the report is proofread to remove drafting notes or incomplete thoughts.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, and there is a logical progression of ideas from the overview to the specific details. You use some cohesive devices effectively, such as 'In contrast to this' and 'Moreover'. However, the flow is significantly disrupted in the final section due to the inclusion of crossed-out text and incomplete, fragmented sentences. This makes the text difficult to follow at the end. To reach a higher band, ensure that your paragraph structure is clean and that every sentence is complete and logically linked to the previous one without extraneous drafting notes.

Lexical Resource — Band 6.0

You demonstrate an adequate range of vocabulary for the task, using terms like 'motivations', 'prominent', 'attribute', and 'substantially'. There are some minor errors in word choice, such as 'principle reasons' (should be 'principal') and 'teachers perceptions' (missing an apostrophe). The vocabulary is generally functional and allows for clear communication of the data trends. To improve, focus on using more precise collocations and ensure that spelling and punctuation are accurate, as these small errors detract from the overall professional tone of the report.

Grammatical Range and Accuracy — Band 6.0

You use a mix of simple and complex sentence structures, such as 'In contrast to this, only 3% of the teachers reported...'. While many sentences are accurate, there are several grammatical slips, such as 'students decision' (missing apostrophe) and 'shifts in language learning are because of' (awkward phrasing). The most significant issue is the presence of sentence fragments and incomplete thoughts in the final paragraph, which negatively impacts the grammatical control of the response. Focusing on sentence completion and basic punctuation, particularly possessives, will help improve your score.

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

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