Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-07-27

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 5.5)

The pie chart illustrates the percentage of learning of foreign languages by Britain students. The first pie chart delineates most common reason for learning a foreign language. The second pie chart demonstrates the other reasons.

Overall, faculty reporting the seven most common reason for learning, also faculty reporting the percentage went up for learning for the following reasons.

In first pie chart, 33% individuals learned language for travel purpose. 26% for work and 19% for buying property in other nation peoples acquire foreign language. 7% individuals learned for personal development and social contacts. 5% individuals learned because of their interest. 3% people learned just for getting married with foreign partner.

In second pie chart,

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response is significantly under the 150-word minimum requirement, which severely impacts the ability to fully address the task. The report is incomplete, as it cuts off abruptly after introducing the second pie chart. While you have attempted to describe the data from the first chart, the lack of a concluding summary and the failure to complete the description of the second chart mean that the task is only partially addressed. To improve, ensure you provide a clear overview of the main trends and complete the analysis of all data points provided in the prompt. You must also ensure your response meets the minimum length requirement to avoid a penalty.

Coherence and Cohesion — Band 5.5

The response shows some attempt at logical organization by separating the introduction, overview, and body paragraphs. However, the abrupt ending makes it difficult to assess the overall progression. Cohesive devices are used in a somewhat mechanical way, such as 'In first pie chart' and 'In second pie chart'. To improve, use a wider variety of linking words and transition phrases to connect your ideas more fluidly. Ensure that each paragraph has a clear topic sentence and that your report reaches a logical conclusion, which is essential for a coherent piece of writing.

Lexical Resource — Band 5.5

The vocabulary is somewhat limited and repetitive. Phrases like 'individuals learned' are used repeatedly, which makes the writing feel monotonous. There are also some awkward collocations, such as 'Britain students' instead of 'students in Britain' and 'buying property in other nation' instead of 'in other nations'. To improve, try to use a broader range of synonyms and more precise academic vocabulary. For example, instead of repeating 'learned', you could use 'pursued language studies' or 'acquired language skills'. Focus on using more natural phrasing and accurate word forms to convey your ideas more effectively.

Grammatical Range and Accuracy — Band 5.5

The response contains several grammatical errors that occasionally impede clarity. There are issues with article usage ('In first pie chart' should be 'In the first pie chart') and pluralization ('other nation' should be 'other nations'). The sentence structures are relatively simple, and there is a lack of complex sentence forms. To improve, focus on mastering basic grammar rules, such as subject-verb agreement and the correct use of articles. Additionally, try to incorporate a mix of simple and complex sentences to demonstrate a wider grammatical range. Proofreading for minor errors like missing prepositions will also help improve your score.

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