Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The piecharts illustrate the data recorded by instructors of foreign languages in the UK to a questionnaire regarding why learners are interested in courses of a foreign language. The first shart depicts the primary reasons for learning a foreign language and the second chart represents change in the reasons for more and more people learning a language other than local their language. The data is recorded in percentage in both charts.

Overall, it can be observed that the primary contributing factors for learning a new langugae are travel, business/work and buying property abroad. Other less popular reasons are personal development social contacts and foreign partners along with general interest. However, recent data in the 2nd pie chart reports a drastic change in percentage of people interested in learning a foreign langugage due to travel. More people are now interested in learning the langugae for purchasing property; whereas fewer people are contributing to the share of business/work.The share of social contacts has risen recently.

In the first chart it can be witnessed that travel accounts for the majority of the reasons why people learn a foreign language totalling 33%. Following this business/work and purchasing property was reported as the other most notable reason with approximately 26% and 19% share respectively. Other motivators include, social contacts and personal development which are both at 7%, with 5% teachers reporting general interest slightly higher than foreign partners that is at 3%.

Recently, highest number of teachers reported buying property overseas as the learners prime motivations for learning new languages, with a proportion of 34% compared to the 19% in the past. Travel has significantly decreased from 33% to 3% and is now the lowest amongst all the reasons reported. Along with travel business/ work also reduced to 19% in the recent times and 15% of the teachers reported no change.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

You identify the main reasons in the first chart and provide a clear overview, noting that travel, work and overseas property are prominent, while property purchases become the leading reason in the recent-change chart. Most figures are accurately reported, including 33% for travel, 26% for work and 34% for property purchases. However, the second chart is about teachers reporting an increase in each reason, not simply the current share of learners’ motivations. Phrases such as “people are now interested” and “has significantly decreased” therefore overstate what the data shows. You also omit the 4% for foreign partners, 6% for general interest and 4% for personal development in the second chart. Clarifying the chart’s measure and covering these details would make the report more complete and precise.

Coherence and Cohesion: Band 6.5

The response has a coherent overall structure: an introduction, an overview, and separate paragraphs describing the two charts. This makes the main comparisons easy to follow, and linking expressions such as “Overall,” “Following this,” and “Along with” help guide the reader. The overview also usefully contrasts the leading reasons with less common ones. However, some connections are not fully clear: “However, recent data” suggests a contrast without specifying that the second chart records teachers’ views of recent increases, and the final paragraph leaves several categories unreported. The long overview sentence beginning “Other less popular reasons” is also difficult to process because items are listed without clear punctuation. More precise transitions and tighter grouping of related comparisons would improve progression.

Lexical Resource: Band 6.0

You use an adequate range of task-related vocabulary, including “primary contributing factors,” “motivators,” “proportion,” and “accounts for,” and the meaning is generally clear. There are also attempts at more formal reporting language, such as “depicts” and “reported.” However, some choices are unnatural or imprecise: “the data is recorded in percentage” and “share of social contacts has risen” do not describe the chart’s measure accurately, while “local their language” is awkward. Spelling slips such as “piecharts,” “shart,” and repeated misspellings of “language” also reduce control. Aim for standard chart-reporting collocations and check spelling carefully; this would make the vocabulary more precise and consistently appropriate to an academic report.

Grammatical Range and Accuracy: Band 6.0

You use a mix of simple and complex sentence forms, including clauses introduced by “whereas” and “with,” and most sentences communicate the intended comparisons. Some grammatical errors remain, but they rarely prevent understanding. For example, “Following this business/work and purchasing property was reported” has a plural subject followed by a singular verb, and “Other less popular reasons are personal development social contacts and foreign partners” needs clearer coordination and punctuation. In “compared to the 19% in the past,” the comparison is understandable but the phrasing is not fully controlled. Review subject–verb agreement, sentence boundaries and punctuation in lists, and make sure comparisons have parallel forms. More consistently accurate complex sentences would strengthen the report.

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