Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Complete Catalyst · 2026-10-13

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 6.5)

The pie charts provides information about the different reasons why students study foreign languages in the UK according to their teachers and the number of teachers reporting on why there is an increase in interest to learning.

Overall, there are 7 main reasons why students prefer to study foreign language, the largest share was due to travelling and the lowest is because of foreign partners. Meanwhile, the increase in interest from learners accounted the highest for buying properties overseas and lowest portion for travel.

In detail, foreign languange professors reported 33% of the students wanted to learn for travelling. The other top reasons were for business purposes and acquiring overseas properties which accounted for 26% for the former and 19% for the latter. The last four reasons recorded at less that 10% each, personal development and social contacts are tied equally at 7% each while general interest stood at 5% and foreign partner at 3%.

Meanwhile, the recent increase in interest for learning was predominated by students who wanted to purchase properties overseas at 34%. This is followed by business related purposes at 19%, furthermore, both social contact purposes and those who retained their initial reason presented the same proportion at 15% each. The other reasons all accounted for less than 10%.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The report addresses both charts and gives a clear overview of the main patterns: travel is the leading reported reason for learning, while buying property overseas is the most prominent reason associated with a recent increase. Most figures in the first chart are accurately selected and compared, including the 33%, 26%, 19% and smaller shares. The second chart is also covered, with the 34%, 19% and two 15% figures identified. However, describing the 15% category as people who “retained their initial reason” is not supported: the chart labels this as “no change.” The final statement that all other reasons were below 10% also overlooks the 15% no-change and social-contact categories. More precise treatment of these details would strengthen an otherwise well-focused report.

Coherence and Cohesion: Band 7.0

The response is organised effectively into an introduction, an overview and two detail paragraphs, moving from the first chart to the second in a logical sequence. The overview highlights the principal contrasts, and linking expressions such as “Overall,” “In detail” and “Meanwhile” help guide the reader. Comparisons are also easy to follow, particularly the grouping of personal development and social contacts at 7%. Some transitions are less controlled: “This is followed by business related purposes at 19%, furthermore” joins ideas awkwardly, and the final sentence’s “other reasons” is unclear because it appears to include categories already mentioned. Use linking words more selectively and make references explicit, for example by naming the remaining categories or grouping their figures.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing chart data, including “largest share,” “accounted for,” “stood at” and “tied equally.” These choices generally communicate the comparisons clearly, and some variation avoids excessive repetition. However, several phrases are imprecise or unnatural, such as “increase in interest to learning,” “predominated by students,” and “retained their initial reason.” The latter also mislabels the chart’s “no change” category. There are spelling and word-form slips in “languange” and “less that,” while “travelling” and “travel” could be used more consistently as a reason category. Aim for standard chart-report collocations and precise labels; this would make the vocabulary more natural and reliable without requiring unnecessarily complex wording.

Grammatical Range and Accuracy: Band 6.0

The report includes a mix of simple and more complex sentence forms, and most meanings remain clear. For example, the sentence comparing the smaller categories uses a useful contrast between the two 7% figures and the 5% and 3% shares. Some grammatical errors remain. The opening says “The pie charts provides,” where the plural subject requires “provide.” In the overview, “the largest share was due to travelling and the lowest is because of foreign partners” shifts tense and has an unclear comparison; parallel past-tense phrasing would be more controlled. “The increase in interest … accounted the highest” is missing “for,” and “both … and those … presented the same proportion” has an awkwardly constructed subject. Review agreement, tense consistency and sentence patterns, while retaining the range of structures already attempted.

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