Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-01

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 pie charts illustrate the responses by foreign language educators in Britain to a survey as most common reason for learning another language. The first chart illustrates the principal reason for learning another language and the other chart illustrates the number of teachers feelings about the changes in the reason.

Overall, reasons like travel, bussiness, and buying property overseas comprise the most percentage why students are learning a new language. Other reason like general interests, social contacts, personal development and having foreign partner take up some percentages.

Looking at the first chart, travel, bussiness, and buying property overseas takes up the most part. Recorded as 33%, 26%, and 19% respectively. Other reasons like general interest has only 5%, social contacts and personal contacts both 7%, and foreign partners as the lowest share at 3%.

On the next chart, it shows the changes in reason. Buying property overseas and bussiness work remains the primary reason showing their large portion at 34% and 19%. Social contact as the third largest portion at 15% whereas, general interest has 6%, personal development, foreign partner remain unchanged at 4%. Travel experienced the most significant change, before as the highest but in the recent changes it is now the smallest portion which is 3%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response addresses all parts of the task by selecting and reporting key features from both pie charts, successfully meeting the requirements for this band. An overview is provided, and main trends such as travel and buying property overseas are identified and compared. However, some parts of the task are developed more fully than others; for instance, the explanation of the second chart contains minor inaccuracies in interpreting the data categories, such as misrepresenting 'no change' and specific percentages. Ideas are generally relevant, but a deeper extension and more precise grouping of data would be needed to reach the next band level.

Coherence and Cohesion: Band 6.5

The report has a coherent overall arrangement with a clear attempt to structure the information logically into an introduction, an overview, and separate body paragraphs for each chart. Paragraphing is used appropriately to separate distinct ideas. However, cohesion is sometimes mechanical or faulty, with repetitive transition phrases and slightly awkward referencing between sentences, such as 'On the next chart, it shows...'. While information flows reasonably well, the lack of smoother, more flexible cohesive devices prevents the response from achieving a higher band.

Lexical Resource: Band 5.5

The vocabulary used is adequate for the task, successfully conveying basic statistical concepts and categories from the charts. The writer attempts some less common vocabulary items such as 'principal', 'significant', and 'proportion', but these are accompanied by spelling errors like 'bussiness' and awkward word choices such as 'the most percentage' instead of 'the largest proportion'. Spelling and word-formation errors are present, though they do not seriously impede communication. To improve, the student needs to demonstrate greater precision in word choice and collocations, as well as eliminate spelling slips.

Grammatical Range and Accuracy: Band 5.5

The text displays a mix of simple and some complex sentence forms, demonstrating a baseline control of grammar. There are some successful structures, such as introductory participial clauses ('Recorded as 33%...'). However, there are noticeable grammatical errors and awkward phrasings throughout, including missing articles, subject-verb agreement issues ('number of teachers feelings', 'reasons like general interest has'), and fragmented sentence structures ('Other reason like...'). Punctuation slips also occur. These errors do not generally impede communication, but their frequency prevents the writing from being considered error-free enough for a higher band.

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