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 illustrate responses by instructors of foreign languages in the United Kingdom to a survey thinking what is the reason behind this that thier pupils learn the other languages . wheares the first chart demonstrates what is the reason behind this while, the second one demonstrates that how many instructors felt that there has been recent changed.

overall, travelling is the most popular reason why they learn another language.while for the meeting with foreign partner only a small group of people learn it which takes the minority. The two pie charts illustrate the most common reasons for learning, as reported by teachers, and the percentages of teachers who reported recent increases in learning for each reason.

Overall, travel was the most common reason for learning, whereas having a foreign partner was the least common. However, buying property overseas experienced the greatest increase, while travel showed a considerable decline in its share of reported reasons.

Initially, travel accounted for the largest proportion, at 33%, followed by business or work at 26%. Buying property overseas represented 19% of responses. Meanwhile, personal development and social contacts each accounted for 7%, while general interest stood at 5%. Having a foreign partner was the least common reason, at just 3%.

Regarding recent increases, buying property overseas ranked first, at 34%, despite its initial figure being only 19%. Social contacts also saw a substantial increase, reaching 15%. Business or work accounted for 19%, while 15% of teachers reported no change. General interest and personal development represented 6% and 4%, respectively. Finally, travel accounted for only 3% of reported increases, while having a foreign partner stood at 4%.

In conclusion, although travel was initially the leading reason for learning, buying property overseas showed the most significant recent increase.

AI examiner evaluation

Task Achievement / Task Response: Band 7.5

The report covers both charts and gives a clear overview: travel is identified as the leading initial reason, and buying property overseas as the strongest recent increase. Most figures are accurately selected, including travel at 33%, business/work at 26%, and property at 34%. The comparison that property’s initial share was 19% is also useful. However, the claim that travel “showed a considerable decline in its share” is not supported: the second chart reports teachers’ views of recent increases, not a directly comparable share or decline. The opening also contains an unclear description of what the second chart measures. Keep the overview focused on what the charts actually show and avoid interpreting an increase figure as a decline.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure, with an overview followed by paragraphs describing each chart, and the information is generally easy to follow. The later sections use sequencing and contrast markers such as “Initially,” “Meanwhile,” and “Regarding recent increases.” However, the response begins with a separate, error-filled introduction and overview before repeating these more effective sections, so the opening feels duplicated and the progression is less controlled. Some links are also awkward or mechanical, particularly “In conclusion” before a final summary that repeats the overview. Use one concise introduction and one overview, then organise the details by chart; this would make the progression clearer and cohesion less repetitive.

Lexical Resource: Band 5.5

The response includes relevant task vocabulary such as “accounted for,” “proportion,” “ranked first,” and “substantial increase,” which helps describe the data. However, word choice and collocation are uneven, especially in the opening: “survey thinking what is the reason behind this” and “recent changed” are unnatural or imprecise. “Meeting with foreign partner” is also an awkward way to describe the category, and “showed a considerable decline in its share” uses terminology that misrepresents the chart. Spelling errors such as “thier” and “wheares” further reduce accuracy. Aim for concise, conventional chart language—for example, “survey on students’ reasons for learning” and “teachers reporting an increase”—and check spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.5

The later paragraphs show some ability to use complex structures, including “although travel was initially the leading reason …, buying property overseas showed the most significant recent increase.” Most of the data-description sentences are also straightforward and understandable. However, the opening contains several grammatical problems, as in “what is the reason behind this that thier pupils learn” and “the second one demonstrates that how many instructors felt,” where clause structure and word order are faulty. There are also punctuation and sentence-boundary issues, such as the missing space after “language.” and the run-on transition “language.while.” These errors make parts of the introduction difficult to read. Use simpler, well-formed introductory sentences and proofread punctuation and clause construction.

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