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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 ma v.6

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 ma v. 6
The charts represent the proportion of reasons for learning a foreign language and the changes into these reasons. Overall, the main reasons for students to learn new language are majorly for travel, business and buying property/overseas. These reasons have changed significantly where recently the majority of students chose to study other languages for buying property/overseas and business. In terms of the original reason of learning a foreign language, a third of students chosen the travelling for the main reason of studying, 26% for business/work and buying property/overseas were represented of 19% of total reasons. The rest of reasons such as general interest, social contact, personal development and foreign partners were recorded of minimal proportion of reasons; 5%, 7%, 7% and 3% respectively. These reasons have changed drastically where the majority of students learnt a foreign language for buying property/oversea reasons of 34% and followed by business/work of 19% whereas travelling reason dropped to 3%. Meanwhile, other reasons have increased with its popularity. 15% of students chose to learn other languages for social contact reasons while no change had 15% of total reasons. The rest of reasons have remained the minimal proportions.
The charts represent the proportion of
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reasons
for learning a
You use this word too often, consider replacing it with
foreign
You use this word too often, consider replacing it with
language
and the
This phrase/word (depending on the context) can be potentially replaced with :
changes
into these reasons.

Overall
, the main
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reasons
for
You use this word too often, consider replacing it with
students
to learn new
You use this word too often, consider replacing it with
language
are
majorly
for travel, business and
You use this word too often, consider replacing it with
buying
You use this word too often, consider replacing it with
property/overseas
. These
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reasons
have
This phrase/word (depending on the context) can be potentially replaced with :
changed
significantly
where recently the majority of
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students
chose to study other
You use this word too often, consider replacing it with
languages
for
You use this word too often, consider replacing it with
buying
You use this word too often, consider replacing it with
property/overseas
and business.

In terms of the original
You use this word too often, consider replacing it with
reason
of learning a
You use this word too often, consider replacing it with
foreign
You use this word too often, consider replacing it with
language
, a third of
You use this word too often, consider replacing it with
students
chosen the travelling for the main
You use this word too often, consider replacing it with
reason
of studying, 26% for business/work and
You use this word too often, consider replacing it with
buying
You use this word too often, consider replacing it with
property/overseas
were represented
of 19% of total
You use this word too often, consider replacing it with
reasons
. The rest of
You use this word too often, consider replacing it with
reasons
such as general interest, social contact, personal development and
You use this word too often, consider replacing it with
foreign
partners
were recorded
of minimal proportion of
You use this word too often, consider replacing it with
reasons
; 5%, 7%, 7% and 3%
respectively
.

These
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reasons
have
This phrase/word (depending on the context) can be potentially replaced with :
changed
drastically
where the majority of
You use this word too often, consider replacing it with
students
Possible spelling mistake. 'learnt' is British English.
learnt
a
You use this word too often, consider replacing it with
foreign
You use this word too often, consider replacing it with
language
for
You use this word too often, consider replacing it with
buying
You use this word too often, consider replacing it with
property/oversea
You use this word too often, consider replacing it with
reasons
of 34% and followed by business/work of 19% whereas travelling
You use this word too often, consider replacing it with
reason
dropped to 3%. Meanwhile, other
You use this word too often, consider replacing it with
reasons
have increased with its popularity. 15% of
You use this word too often, consider replacing it with
students
chose to learn other
You use this word too often, consider replacing it with
languages
for social contact
You use this word too often, consider replacing it with
reasons
while no
This phrase/word (depending on the context) can be potentially replaced with :
change
had 15% of total
You use this word too often, consider replacing it with
reasons
. The rest of
You use this word too often, consider replacing it with
reasons
Did you mean "has"?
have
remained the minimal proportions.
1Linking words, meeting the goal of 7 or more
38Repeated words, meeting the goal of 3 or fewer
2Mistakes

IELTS academic 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 ma v. 6

Academic
  American English
4 paragraphs
191 words
6.0
Overall Band Score
Coherence and Cohesion: 6.5
  • Structure your answers in logical paragraphs
  • ?
    One main idea per paragraph
  • ?
    Include an introduction and conclusion
  • ?
    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
  • ?
    Vary your linking phrases using synonyms
Lexical Resource: 5.5
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.5
  • Answer all parts of the question
  • ?
    Present relevant ideas
  • Fully explain these ideas
  • ?
    Support ideas with relevant, specific examples
Labels Descriptions
  • ?
    Currently is not available
  • Meet the criteria
  • Doesn't meet the criteria
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