Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-03

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 research of foreign language that why students are eager to learn a foreign language. The research conducting in Britain the population were teachers and sample collected through a research tool called survey. The first chart indicate the main reason of learning a foreign language. The second chart demonstrates that how many teachers perceived that there has been a recent change in the reason.

Learning a foreign language is an essential part for students if they move to study abroad or want to work there and to start a business to communicate with the locals there.

In the first chart, Seven percent students learn the foreign language for personal development. Seven percent students learn to have social contacts with the people. Five percent student learn a foreign language for their general interest. Three percent students learn their language for settle down there to start their marital life. Thirty-three percent students love to travel and explore the country for that learning a British language is essential for them. Twenty-six percent students learn because after the study completion they want to start a business or work there. Nineteen percent have to learn language for acquiring a property there for smooth documentation process.

In the second chart, there has been a change in the reason of students for learning a foreign language and their teachers observe this change. For personal development, a minor change like three percent raise, for social contacts, it changes from 7% to 15 %, General interest and for marital purpose does not have a much difference it slightly change like one percent, fifteen percent increase has been observed in students behavior for learning a foreign language for buying property and for business and work related percentage has decline from 26 to 19.

Learning a foreign language can be beneficial for students to survive and to grow in Britain for communication for understanding the terms and condition and to follow the rules and regulations.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task but lacks a clear overview, which is essential for Task 1. While the data is presented, the analysis is somewhat mechanical and lacks a cohesive summary of the main trends. The student attempts to describe the charts, but the interpretation of the second chart is confusing and inaccurate in its comparison of percentages. The inclusion of personal opinions and external information about 'surviving in Britain' is irrelevant to the task and should be avoided in an Academic Task 1 report, which requires a neutral, objective description of the provided data only.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the progression of ideas is disjointed. Cohesive devices are used, but they are often repetitive or used incorrectly, such as the frequent use of 'In the first chart' and 'In the second chart' to start paragraphs. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the two charts. The final paragraph is disconnected from the data analysis and does not contribute to the overall coherence of the report.

Lexical Resource — Band 5.0

The vocabulary is limited and often repetitive. There are several instances of awkward phrasing, such as 'research of foreign language that why students are eager' and 'for settle down there to start their marital life'. The student struggles with precise terminology for describing data, often using 'change' or 'difference' without specifying the nature of the trend. While the meaning is generally conveyed, the lack of variety and the presence of word-choice errors (e.g., 'British language' instead of 'English') limit the score.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include incorrect subject-verb agreement (e.g., 'The first chart indicate'), missing articles, and awkward sentence construction (e.g., 'The research conducting in Britain the population were teachers'). Punctuation is also inconsistent, particularly with the use of commas and capitalization. While these errors do not completely impede communication, they are frequent enough to distract the reader and indicate a lack of control over complex structures.

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