Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-09-28

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 charts give information about the reasons why teachers believe that students choose to learn foreign languages. The first chart illustrates the most common reason, while the second chart shows how many teachers felt that there has been changes in the main reason.

Overall, travel, businees and buying a property overseas are the three main reasons people choose to learn another language. The second chart shows a sharp decrease in travel, while business and buying a property oversea still represents the biggest reasons.

Most of the teachers believe that travel, business and work, and buying a property overaseas are the main reasons why people choose to learn foreign languages, with 33%, 26%, and 19% of the data reported, respectively. Other reasons such as general interest, social contacts, personal development and foreign partner only accounted for 22% of the total.

On the other hand, 15% of the teacher felt that was no change in the main reason. That was a sharp decrease in travel, with only 3% of the second chart. Over 50% of the data remain with buying a property oversea (34%), and business and work (19%). Additionally, social contacts rose from 7% to 15%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The student covers all parts of the task well, providing an overview and presenting key data points from both pie charts. The main reasons for learning a foreign language are accurately identified (travel at 33%, business at 26%, and buying property overseas at 19%). An overview is successfully attempted in the second paragraph, stating that travel, business, and buying property overseas are the three main reasons. However, there are minor misinterpretations of the second chart regarding trends and values; for example, the student states that the second chart shows a "sharp decrease in travel" when the data actually reflects the percentage of teachers reporting a recent increase. Despite this slight confusion with chart categories, the core information is presented clearly and satisfies the requirements of Task 1.

Coherence and Cohesion: Band 6.0

The response is arranged into four paragraphs, following a logical structure with an introduction, overall summary, and detailed body paragraphs. Cohesive devices are used to connect ideas, such as "Overall", "On the other hand", and "Additionally". However, paragraphing and referencing can be somewhat mechanical, and the logical progression occasionally falters due to the misinterpretation of chart data in the second paragraph. Paragraph 4 introduces specific comparative data, but referencing phrases like "That was a sharp decrease" instead of "There was a sharp decrease" reflect minor cohesion and grammar slips. Overall, the organization is coherent and easy to follow.

Lexical Resource: Band 6.0

The student demonstrates an adequate range of vocabulary for the task, successfully using terms related to data presentation and survey results such as "illustrates", "accounted for", and "respectively". There are several spelling and word-choice errors throughout the text, including "businees", "oversea" (used multiple times instead of "overseas"), and "teacher" instead of "teachers". Despite these lexical slips, the vocabulary is sufficient to communicate the main points of the charts without impeding the reader's understanding.

Grammatical Range and Accuracy: Band 6.0

The response contains a mix of simple and complex sentence forms, demonstrating some control over grammar. Examples include introductory clauses like "Most of the teachers believe that..." and relative or comparative structures. However, there are noticeable grammatical errors and awkward phrasing, such as "how many teachers felt that there has been changes" (subject-verb agreement error with "changes") and "15% of the teacher felt that was no change" (missing plural and incorrect existential form). While these errors do not impede overall communication, they occur frequently enough to prevent a higher band score.

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