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 following pie graphs illustrate the responses by tutors of foreign languages in Britain to an observation which shows the reason the learners are learning a foreign language. The first graph depicts the pivotal reason for learning a foreign language. The second graph shows the number of teachers that felt that there has been a recent change in the reason.

Overall, it can be seen that the major reason why the students learn foreign language is travel and the reason for which they do least is for foreign partner, whereas recently there has been an immense increase in the number of students who learn foreign language for buying property overseas and notably the least increase reason that is noted for students learning foreign language is travel which was most previously.

To begin with, in the first graph it can be noticed that 7% of students were learning foreign language for social contacts which was same number recorded for personal development. Furthermore, the major reason for which the learners learnt foreign language was travel which was recorded at 33% of students learning for this reason which was followed by 26% of students learning for business/work. Moreover, 19% of students learned foreign language for buying property overseas which was 14% more than that of the students recorded that learned for general interest. 3% of learners learned foreign language for their foreign partner.

After looking the second pie graph, it can be noticed here that there are 15% of the learners who have not change the reason for reminiscing foreign language recently, whereas there is 15% increase in learners who are learning the foreign language for social contacts. The teachers have noticed that there is 4% increase in reason for learning foreign language for personal development which is identical to the percentage recorded for the students who are learning for foreign partner. There is the highest increase in the student percentage who is learning for buying property overseas, which is followed by second highest increase for the student percentage who are learning for business/work at united 19%. Finally, the positive increase of percentage is 3% in the students who are reminiscing for travel, which is less increase in terms of students who are learning for general interest which is 3% more than this.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The student covers all parts of the task well, providing an overview and detailing the data from both charts. The main features are identified, such as travel being the most common reason (33%) and buying property overseas representing the highest recent increase (34%). However, the overview contains some slight confusion in expression (e.g., 'the reason for which they do least is for foreign partner'), and some of the data comparisons are slightly convoluted. Nevertheless, the response successfully fulfills the requirements of Task 1 by selecting and reporting the key data points accurately. Band 6.5 is appropriate here as it covers all parts with relevant details, though the overview could be more precise and polished.

Coherence and Cohesion: Band 6.0

The report has a clear overall progression, starting with an introductory paragraph, followed by a general overview, and then detailed body paragraphs for each chart. Paragraphing is used appropriately to separate ideas. Cohesive devices are used throughout (e.g., 'To begin with', 'Furthermore', 'Moreover', 'After looking the second pie graph'), but some transitions feel a bit mechanical or unnatural, such as 'After looking the second pie graph' instead of 'Turning to the second chart'. Referencing is mostly clear, though some sentences become overly dense and difficult to follow. Overall, the organization is coherent, meriting a Band 6.5.

Lexical Resource: Band 5.5

The student attempts a range of vocabulary appropriate for an academic report, using terms such as 'illustrates', 'depicts', 'pivotal reason', and 'immense increase'. However, there are notable lexical inaccuracies and awkward word choices, such as 'the reason for which they do least', 'no change the reason for reminiscing foreign language recently', and 'positive increase of percentage'. The word 'reminiscing' is used incorrectly in place of 'learning'. While the range is adequate for the task, these inaccuracies restrict the score to Band 6.0.

Grammatical Range and Accuracy: Band 5.5

The response demonstrates a mix of simple and complex sentence structures, including relative clauses and comparative forms (e.g., 'which was 14% more than that of the students recorded that learned for general interest'). However, there are frequent grammatical errors and awkward phrasing, such as 'the student percentage who is learning' (subject-verb agreement), 'there are 15% of the learners who have not change' (tense error), and run-on sentences. These errors do not completely impede communication, but they lower the accuracy level, placing the response firmly at Band 6.0.

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

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