Band 5.0 IELTS Writing Task 1 Model Answer

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

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 charts illustrates the reponses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign languages.The first chart illustrates the main reason for learning foreign langauge. Accompanied by the second chart where teachers shows how there has been a recent changes in the reason.

Overall, There are 8 reason why teachers think student are learning foreign languages. The significant reason for learning foreign languages are the buying properties overseas, business or work and travel.

The singificant declined are observed in the travel, businsess or work, and the personality development, where percentage declined from 33% to 3%, 26% to 19% and 7% to 4%. The signifact growth in the reason are observed in Buying property overseas and social contacts from 19% to 34% and 7% to 15%. There have been slight increase of 1% in reason like foreign partner and general intrest. A significant 15% of no changes reason has also been observed.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The report addresses the task by describing the pie charts, but the analysis is flawed. You have misinterpreted the data; the second chart shows whether teachers believe the reasons have changed, not a comparison of percentages over time. By treating the data as a 'before and after' comparison (e.g., 'declined from 33% to 3%'), you have provided inaccurate information. While you identify key features, the misinterpretation of the second chart significantly impacts the accuracy of the report. To improve, ensure you carefully read the labels and legends of the charts to understand exactly what is being measured before writing.

Coherence and Cohesion — Band 5.5

The response is organized into paragraphs, but the flow is hindered by grammatical errors and awkward phrasing. The use of cohesive devices is limited and sometimes mechanical, such as starting sentences with 'The significant reason' or 'The singificant declined'. The connection between the two charts is not clearly explained, making the progression of ideas feel disjointed. Paragraphing is present, but the internal logic within the paragraphs is weak due to the misinterpretation of the data. Using a wider range of linking words (e.g., 'furthermore', 'in contrast', 'consequently') would help improve the logical flow.

Lexical Resource — Band 5.0

The vocabulary is somewhat repetitive and limited. You frequently use the word 'reason' and 'significant' (often misspelled as 'signifact'). There are several spelling errors, such as 'reponses', 'langauge', 'businsess', and 'intrest'. While you attempt to use some topic-specific vocabulary like 'percentage' and 'growth', the overall range is narrow. To reach a higher band, focus on using a more varied vocabulary to describe trends, such as 'fluctuated', 'remained stable', or 'accounted for', and ensure you proofread your work to eliminate basic spelling mistakes.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text that occasionally impede clarity. Examples include subject-verb agreement issues ('The pie charts illustrates', 'teachers shows'), incorrect article usage ('a recent changes'), and awkward sentence structures ('Accompanied by the second chart where teachers shows...'). The range of structures is limited, relying mostly on simple sentences. To improve, focus on mastering basic subject-verb agreement and pluralization. Incorporating more complex sentence structures, such as relative clauses or subordinating conjunctions, would also help demonstrate a better command of English grammar.

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