Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Complete Catalyst · 2026-10-17

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 first pie chart illustrates the proportion of teachers for learning a foreign language. The second pie chart shows how many teachers reporting recent increase in people for the following reasons.

Overall, it is clearly seen that travel is single most common reason for learning a forgein language, while foreign partner was the least common. However, buying proporty overseas accounted for the largest proportion of teachers, who reported a recent increase.

Looking at the first pie chart, travel was the main reason of learning a foreign language, accountinf for 33%. Business and work was the second most reason at 26% followed by buying proporty abroad is also prominent at 19%. The social contacts, general interest and personal development as recorded as 7%, 5% and 7%, respectively. The foreign partner was the least common reason, at only 3%.

Another pie chart, when evaluating recent trend, the data shift consederbly. Teachers reported buying proporty overseas saw the largest growth at 34%, followed closely by 19% for business and work. The social contacta recorded as 15% of growth, similarly 15% for those of no change. Travel saw the smallest change of 3% and 4% change in foreign partner.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The report covers both charts and gives a clear overview: travel is identified as the leading main reason, foreign partners as the least common, and buying property overseas as the strongest recent increase. Most figures are accurately selected, including 33%, 26%, 19%, and the 34% increase. The second chart is less fully interpreted, however: its categories describe teachers’ reports of recent change, so “largest growth” and “smallest change” overstate what the figures establish. The 15% “no change” category is included, but the response could compare it more clearly with the reported increases. To strengthen the report, describe these as proportions of teachers reporting a change and make the overview’s comparisons precise.

Coherence and Cohesion: Band 6.5

The response has a clear overall structure: an introduction, an overview, and separate paragraphs for the two charts. This makes the information easy to follow, and sequencing phrases such as “Looking at the first pie chart” and “Another pie chart” help signal the shift. Some linking is mechanical or awkward, particularly “followed by … followed by” in the first-chart paragraph and “similarly 15% for those of no change.” The final paragraph also moves through figures without consistently clarifying how each relates to the chart’s categories. Use more precise comparisons and vary transitions—for example, group the largest reported increase with the next-highest figures, then contrast these with travel and foreign partners.

Lexical Resource: Band 5.5

The response uses relevant chart vocabulary, including “proportion,” “accounted for,” “prominent,” and “largest,” and generally communicates the intended comparisons. However, several noticeable spelling errors—“forgein,” “proporty,” “accountinf,” “consederbly,” and “contacta”—reduce accuracy and polish. Some collocations are also unnatural: “main reason of learning” and “saw the largest growth” do not describe the survey responses precisely. Repetition of “reason” and “change” limits flexibility, while “data shift considerably” is vague. Aim for accurate, natural reporting phrases such as “the main reason for learning” and “teachers reported the greatest increase,” and proofread carefully for spelling.

Grammatical Range and Accuracy: Band 5.0

There is some variety in sentence forms, including an overview with a contrast (“while foreign partner was the least common”) and sentences that report several figures. However, grammatical control is uneven. Examples include “The first pie chart illustrates the proportion of teachers for learning,” where the relationship is incomplete, and “The social contacts, general interest and personal development as recorded,” which lacks a finite verb. “Business and work was” also has a subject–verb agreement problem, while “followed by buying proporty abroad is also prominent” combines incompatible sentence structures. These errors sometimes make relationships between ideas unclear. Practise complete clauses, agreement, and parallel structures; for example, “Social contacts, general interest and personal development accounted for 7%, 5% and 7%, respectively.”

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