Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-04

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 propaotion of foreign languages in britain to a survey concerning why some scholars are learning a other language. Overall, buying property overseas shows highest interest in both charts. In contrast foreign patterns is the lowest learning in both pie chart categories. To begin with, given both charts shows that buying property overseas nearly about [19%] in teachers reporting Whereas, it is incresead with [34%]. Futhermore foregin partners are roughly [ 3%] and rise with [4%] in increase learning time. However personal development and social contacts are [7%] in common reason while, social contacts are increased made up [15%] but personal development are decreased with [4%]. Moreover, travel is most common reason in learning it is about [33%] while it is gradually fell with [3%]. business work is about [26%] in common learning time but is decreased with [3%]. However, general interest is about [5%] and increased with [1%].

5

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the pie charts, but the information provided is often inaccurate or confusing. For example, the report claims 'buying property overseas' is the highest interest, which is not supported by the provided data. Furthermore, the description of the data is fragmented and lacks a clear overview of the main trends. The figures cited are often difficult to follow, and the relationship between the two charts is not clearly explained. The response fails to provide a coherent summary of the key features, which is essential for a Band 6 or higher. The information is presented in a way that makes it difficult for the reader to understand the actual findings of the survey.

Coherence and Cohesion — Band 5.0

The essay lacks a logical structure. While there are attempts at paragraphing, the progression of ideas is disjointed. Cohesive devices are used, such as 'To begin with', 'Furthermore', and 'However', but they are often used incorrectly or in a way that does not improve the flow of the text. For instance, the transition between the first and second charts is abrupt and confusing. The referencing is also unclear, making it difficult to follow which data point refers to which category. The overall arrangement of information is mechanical rather than logical, which hinders the reader's ability to follow the comparison.

Lexical Resource — Band 5.0

The vocabulary range is limited and often inaccurate. There are frequent spelling errors, such as 'propaotion' for 'proportion', 'incresead' for 'increased', and 'foregin' for 'foreign'. The word choice is often inappropriate for an academic report, such as using 'scholars' to refer to students. The phrasing is repetitive, and the student struggles to use precise terminology to describe the data (e.g., 'rise with 4% in increase learning time'). The lack of control over basic vocabulary and the frequent errors in word choice significantly impede the clarity of the report.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that often make the meaning unclear. There are issues with subject-verb agreement (e.g., 'both charts shows', 'personal development are decreased'), incorrect preposition usage, and awkward sentence structures. The attempt at complex sentences is largely unsuccessful, resulting in fragmented or run-on sentences that lack proper punctuation. The control of basic grammar is weak, and the errors are frequent enough to cause difficulty for the reader. There is very little evidence of a range of complex structures, and the accuracy of the simple structures is inconsistent.

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