Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-12

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 illustarte the teacher response in Britain about why students learning a foreign langauge and that elaborate with some main reason and compared with teacher felt that there has been a recent change in the reason.

Overall, the tecahder reporting most common reason was travel and their proportanate was highest, while lowest contribution from foreign partner. In contrast, teacher reporting recent increasing in people cause largest by buying proprty overseas and lowest was travel.

To begin with, teacher reporting most common reason. The proprotion of travel constituted by far the largest percentage at 33%, followed by 26% of business/work was the second highest, More than half od travel was represented by buying property overseas at 19%. Personal development and social contacts contributes similar interest at 7% respectively. The particpants of general interest (5%) was 2 points lower than social contacts. Moreover, the remaining 3% was share by foreign partner.

Turning to teacher reporting recent increase in people was at 34% of buying property overseas, which was double than people learning a foreign language, while the percentage of business/work was slightly declind at 19%. In addition, social contacts has been double from most common reason at 15%, however, another 15% was share by no change. Personal development and foreign partner represented at 4%, followed by 6% of general interest and the leat participants shown by travel at just 3%.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The report covers both charts and gives a clear overview of the main contrasts: travel is the leading reason in the first chart, while buying property overseas is the largest reported recent increase and travel the smallest. Most figures are accurately selected, including 33%, 26%, 19%, and 34%. However, the second chart is not consistently interpreted: 19% for business/work is described as having “declind,” although the chart reports teachers identifying an increase, not a decline. The comparison that property learning was “double” is also unclear and unsupported. The overview and relevant data are strong, but more precise explanation of what the second chart measures would make the account more complete and accurate.

Coherence and Cohesion: Band 6.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs for the two charts. Sequencing within each chart is generally logical, moving from the largest figures to smaller ones, and phrases such as “To begin with” and “Turning to” help signal the shift. This gives the report coherent overall organisation. Some connections, however, are awkward or unclear: “More than half od travel was represented by buying property overseas” does not clearly explain the comparison, and “however” is used where the relationship between the figures is not a contrast. The final list of smaller percentages is also difficult to follow. Clearer sentence links and more precise referencing would strengthen progression.

Lexical Resource: Band 5.0

The response uses some task-appropriate vocabulary, including “constituted,” “percentage,” “represented,” and “followed by,” and it attempts to describe comparisons rather than simply list figures. However, the range and control are limited by repeated or inaccurate expressions such as “teacher reporting,” “most common reason,” and “participants.” Several word choices obscure meaning, for example “double from most common reason” and “largest by buying proprty overseas.” Spelling errors are also noticeable, including “illustarte,” “langauge,” and “proprotionate.” These issues sometimes make the reader work to understand the intended comparison. Aim for accurate collocations and check spelling carefully; the suggestions below offer more natural alternatives.

Grammatical Range and Accuracy: Band 5.0

There are attempts to use complex sentences and comparison structures, and the paragraphing helps separate the information. However, grammatical control is inconsistent, with errors in sentence construction, agreement, articles, and verb forms. For example, “why students learning a foreign language” needs a finite verb, while “Personal development and social contacts contributes” has a subject–verb agreement error. Phrases such as “the remaining 3% was share by foreign partner” and “the percentage of business/work was slightly declind” also show faulty passive or verb forms. Some sentences remain understandable, but these recurring errors make several comparisons awkward. Practise building accurate clauses around the figures, then check agreement and verb forms.

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