Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-06

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 5.0)

In the first chart teachers reporting that most of studests learning foreign language because they want to travel foeign country ariund 33 % student learning because if this. Hugh number of students learn foreign language because of business or work and want to buy a proprty in other country. some of them learning due to social contat and persinal development ther both are around 7%. small number of student learning because of their own interest and some of them want forningn partner .Thats the report of first chart .

In second chart teachers report the incerease reason of learning foreign language , buying property is the biggest reason and after that business work , social contact and no change are the other biggest reason of learning language. small amount of student learns because of general interest, personal development and some want foreign partners. Traveling is the least popular reason of learning foreign language

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including travel as the leading first-chart reason and buying property overseas as the largest reported recent increase. You also mention business/work and the smaller categories. However, the report only partially covers the data: it gives no exact figures beyond 33% and an approximate 7%, and it does not clearly compare the two charts. Some details are inaccurate or unclear: the first chart’s 5% for general interest and 3% for a foreign partner are not distinguished, while the second chart’s 34%, 19%, 15% and 15% are not reported. The phrase “no change” is also treated as a reason for learning. Add a clear overview and select key figures accurately to make the main message more complete.

Coherence and Cohesion: Band 5.5

The response follows the two charts in order, and phrases such as “In the first chart” and “In second chart” help the reader recognise the topic shift. However, the report has little overall progression: it lacks a distinct overview, and the first section ends abruptly with “Thats the report of first chart.” Several ideas are crowded into long sentences, while the second paragraph lists categories without clearly grouping or comparing them. Linking is limited and sometimes repetitive, particularly the repeated use of “and” and “after that.” Organise the report into an introduction, an overview of the main contrasts, and focused detail paragraphs. Use comparison links such as “whereas” and “by contrast” to show how the charts relate.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “business or work,” “social contact,” “personal development,” and “buying property,” so the reader can generally identify the categories being discussed. However, the range is limited and several phrases are imprecise or awkward, such as “the increase reason,” “biggest reason of learning language,” and “want forningn partner.” Frequent spelling errors—including “studests,” “proprty,” and “contat”—also make the report harder to read and sometimes obscure meaning. Aim to use the chart’s category labels accurately and choose more precise reporting language, for example, “the most commonly cited reason” and “teachers reported an increase.” Proofreading spelling and word forms would improve clarity.

Grammatical Range and Accuracy: Band 4.5

The response mainly uses simple sentence patterns, with limited evidence of controlled complex structures. Errors in sentence formation and verb forms occur throughout, as in “teachers reporting that most of studests learning” and “some of them learning due to social contat.” Articles and agreement are also frequently missing or incorrect: “because of business or work” and “Traveling is the least popular reason” appear in sentences where the surrounding grammar is incomplete or inconsistent. Punctuation and capitalisation are unreliable, including the run-on sequence in the first paragraph and “.Thats.” These problems sometimes make relationships between ideas difficult to follow. Practise complete subject–verb sentences, consistent plural forms, and accurate articles before adding more complex clauses.

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