Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-13

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)

The pie chart illustrates the teachers responces to a servey in britain about the students why are they learning foreign language. while the second cahrt shows the cahnge in reasons recently .

In the first piechart it has 7 reasons which are common reasons for students to learn where 33% of proportion is travel . While in the second chart travel is the least one with only 3%. Also second chart consists of one extra reason that is no change.

Percentage of teachers reporting as most common reasons for learning foreign language. whilefirst highest one next comes the business/work with 26%. Also 19% learning for buing properties overseas. personal development and social contacts has only 7%, general interest is 5% hear comes the least one with 3% that is foreign partner.

Whereas second pie chart report is showing recent increase in individuals learning for the reasons. The 34% proportion is buying properties overseas which is the highest one among all the reasons .Second highest is business/work with 19%, social contacts and no changes has 15% with 6% of general interest ,4% learners for personal development and also foreign partner .Where travel is the least one with 3% of learners

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several important figures accurately, including travel as the leading first-chart reason (33%), buying property overseas as the leading recent increase (34%), and travel as the smallest increase (3%). You also mention the additional “no change” category. However, the report does not provide a clear, well-developed overview comparing the charts; it mainly lists figures, and the opening description of what each chart represents is unclear. Some details are incomplete: for example, the second chart’s 4% for foreign partners and personal development is not clearly assigned to both categories. To strengthen the response, state the main contrast explicitly and group the key figures by chart, ensuring every percentage is linked unambiguously to its reason.

Coherence and Cohesion: Band 5.0

The response has some organisation: it begins with an introduction, then discusses the first chart and the second chart in separate sections. This helps readers locate information. However, progression is not consistently clear, and several transitions are awkward or repetitive, such as repeated uses of “while” and “Whereas.” The sentence beginning “Percentage of teachers reporting…” is a fragment and interrupts the flow, while “Where the travel is the least one…” does not form a complete concluding sentence. Some comparisons are also difficult to follow because categories and figures are crowded together. Use a clear overview followed by one paragraph per chart, and connect comparisons with precise links such as “by contrast” or “similarly.”

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “proportion,” “highest,” “least,” and “recent increase,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, which makes parts of the report less clear. For example, “the teachers responces to a servey” is an imprecise description of the survey results, and “the students why are they learning” is not a natural phrase. There are also noticeable spelling errors, including “cahrt,” “cahnge,” “buing,” and “hear.” Aim for accurate, formal expressions such as “teachers’ responses,” “reasons students are learning,” and “the proportion of teachers reporting.” Proofreading spelling would improve clarity.

Grammatical Range and Accuracy: Band 4.5

You attempt both simple and longer sentence forms, but control is inconsistent, and errors frequently affect clarity. The opening phrase “about the students why are they learning foreign language” has faulty word order and is missing an article. Several sentences are fragments, including “Percentage of teachers reporting as most common reasons for learning foreign language,” and “Where the travel is the least one…” The sentence “personal development and social contacts has only 7%” also has subject–verb disagreement, while punctuation and sentence boundaries are often unreliable. Practise writing complete sentences with a clear subject and verb, and check articles, agreement, and punctuation. For example: “Travel was the most common reason, reported by 33% of teachers.”

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