Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-15

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 compare the change in reasons of learning foreign language by students to their teachers in Britain. A survey provides the data illustrating the common causes by percentage in pie charts.

Overall, the reasons have different fluctuations but there is a dramatic change in travel and buying property overseas. There are some instructors who think there were no changes in reason for language learning during both surveys.

The students interested for travelling reasons had a dramatic decrease of 30%, leaving the proportion at 3% only. Likewise, those learning for business or work reduced to 19%. In contrast, people with property concerns had a great surge of 15% reaching to 34%.

Moreover, the people learning foreign language for social contacts, general interest and foreign spouse reported a rise of 8%, 1% and 1% respectively. On the other hand, those with personal development reduced by 3%. There are 15% teachers who assume the reasons for language learning remained unchanged.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main contrast in the second chart: travel falls to 3%, while buying property overseas rises to 34%, and you also report the 15% who saw no change. This gives the report a relevant overview and includes several key figures. However, the opening does not clearly distinguish the two charts: the first shows the most common reasons, while the second reports teachers’ views of recent increases or no change. The response mainly describes changes and omits useful first-chart figures such as travel at 33% and business/work at 26%. Some changes are also misreported: social contacts rise from 7% to 15% (8 percentage points), but general interest rises only from 5% to 6%, and personal development falls from 7% to 4%. Clarifying the charts’ different measures and comparing their key data would make coverage more complete.

Coherence and Cohesion: Band 6.0

The report has a recognisable structure: an introduction, an overview, and two paragraphs giving details. The contrast signalled by “In contrast” and “On the other hand” helps readers follow the main comparisons, and the information is generally presented in a sensible order. However, the overview is not fully clear about what each chart measures, and “during both surveys” is confusing because the charts present different kinds of information rather than two survey periods. The final sentence repeats the no-change point already mentioned in the overview. Grouping the figures more deliberately—for example, first summarising the most common reasons, then describing reported increases—would improve progression. Use references such as “the second chart” where needed to make links between the data explicit.

Lexical Resource: Band 6.0

You use an adequate range of vocabulary for describing data, including “dramatic decrease,” “surge,” “proportion,” and “remained unchanged.” These choices help communicate the broad direction of several figures. Some word choices and collocations are inaccurate or imprecise, however: “change in reasons of learning” and “students interested for travelling reasons” are not natural formulations, while “foreign spouse” changes the chart’s meaning from a foreign partner. “Fluctuations” also suggests repeated movement over time, which the charts do not show. Aim for precise, neutral reporting language and avoid overstating changes with “dramatic” when a simple “fell” or “increased” is sufficient. More accurate phrasing would make the data easier to interpret.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and more complex sentence forms, including contrast clauses such as “In contrast, people with property concerns had a great surge…” and a relative clause in “There are 15% teachers who assume…”. Most sentences remain understandable, but some grammatical errors affect accuracy. For example, “The pie charts compare the change” uses a singular noun where the charts show several reasons, and “There are 15% teachers” needs a construction such as “15% of teachers reported.” In “those learning for business or work reduced to 19%,” the subject is unclear and the verb pattern is awkward. Check articles, plural forms, and sentence subjects, and use consistent past-tense reporting verbs. These revisions would improve control while preserving your range of structures.

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