Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-07-30
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 shows the teachers of foreign languages in british to the survey.
firstly, discuss about the first chart. 33% of people that are travel from one country to the another country. 26% for a work purposes. 19% are buying property overseas. 55 are the general interest. both of the social contact and personal development are the 7%. 3% are the foreign partner. the teacher discuss the lacture for common reason for learning.
in second graph, the teacher reporting recent people are increasing in learning the foreign languages such as 19% business man or worker, 24% buy property overseas and personal development are 4%, social contact are 5%, 15% are people are not learn the language.
the teacher can try to learn the foreign language for the students that not have any difficulty for the meeting of the foreign people.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response fails to meet the minimum word count requirement of 150 words, which significantly impacts the score. While you have attempted to describe the data, the report is underdeveloped and lacks a clear overview or summary of the main trends. The data presentation is fragmented, and some figures appear to be misquoted or confusingly presented (e.g., '55 are the general interest'). To improve, ensure you provide a clear introduction, a concise overview of the most significant trends, and group the data logically rather than listing percentages in isolation. You must also ensure the report is of sufficient length to fully address the task requirements.
Coherence and Cohesion — Band 5.5
The response lacks a logical structure. While there is an attempt to separate the two charts into paragraphs, the progression of ideas is unclear. Cohesive devices are largely absent or used incorrectly, making the text feel like a list of disjointed sentences rather than a cohesive report. The introduction is weak and does not clearly state what the charts represent. To improve, use linking words such as 'furthermore', 'in contrast', or 'consequently' to connect your ideas and ensure each paragraph has a clear topic sentence that guides the reader through the data.
Lexical Resource — Band 5.5
The vocabulary is quite limited and repetitive, relying heavily on basic structures. There are several instances of awkward phrasing and word choice errors, such as 'british to the survey' and 'the teacher discuss the lacture'. The use of terms like 'business man' is imprecise in this context. To reach a higher band, you should aim to use more precise academic vocabulary related to data description, such as 'proportion', 'significant', 'fluctuated', or 'remained stable'. Expanding your range of synonyms will help you describe the data more accurately and professionally.
Grammatical Range and Accuracy — Band 5.5
The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement (e.g., 'the teacher discuss'), incorrect preposition use, and sentence fragments. The range of grammatical structures is very limited, consisting mostly of simple sentences. There is a lack of complex sentence structures, which are necessary for higher band scores. To improve, focus on mastering basic sentence construction, including correct verb tenses and pluralization, before attempting more complex structures. Proofreading for basic errors like missing articles and incorrect word forms will also help improve your accuracy.
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