Reasons for Studying: Then and Now

IELTS Writing Practice — AI-Powered Feedback

Writing Prompt

The two pie charts below show the main reasons adults gave for enrolling in further education courses in one country in 1990 and in 2020. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

In 1990, the largest share of learners cited ‘to improve job prospects’ at 40 per cent, followed by ‘personal interest’ at 30 per cent, ‘to gain a qualification’ at 20 per cent, and ‘to meet people’ at 10 per cent. In 2020, ‘to improve job prospects’ had fallen to 30 per cent, while ‘to gain a qualification’ had risen to 35 per cent and had become the most common reason. ‘Personal interest’ remained at 30 per cent, and ‘to meet people’ dropped to 5 per cent.

Show Band 8–9 model answer

The two pie charts compare why adults in one country enrolled in further education courses in 1990 and 2020.

Overall, employment-related motivations remained dominant in both years, but their focus shifted from general job improvement towards gaining formal qualifications. Meanwhile, personal interest was consistently important, and social reasons became less significant.

In 1990, the main driver was the desire to improve job prospects, accounting for 40% of learners. The second most common reason was personal interest, at 30%. A smaller proportion, one in five adults, studied primarily to gain a qualification, while only 10% enrolled mainly to meet people, indicating that social considerations were relatively minor.

By 2020, the pattern had changed. The share of those studying to gain a qualification rose markedly from 20% to 35%, making it the leading reason. In contrast, improving job prospects declined by 10 percentage points to 30%, placing it on a par with personal interest, which remained stable at 30%. The proportion of adults motivated by the chance to meet people halved to just 5%, suggesting that education had become less of a social activity and more a means of achieving recognised credentials.

Why this response works

This response would likely receive a high band because it provides a clear overview, highlighting main trends and shifts in motivation. All key data are accurately reported and compared, with appropriate use of percentages and changes over time. The organization is logical, moving from overall summary to detailed comparisons. A wide range of vocabulary is used naturally (e.g. “dominant,” “on a par with,” “markedly”), and complex sentences are generally well controlled, with only minor risk of repetition. The style and tone are fully appropriate for an Academic Task 1 report.