Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-08-11

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 responses by teachers of a foreign language in Britain to a survey concerning why their students are learning a foreign language. The first chart describes the main reason for learning a foreign language, and the second chart shows how many teachers felt that there has been a recent change in the reasons.

Overall, it is clear that the main reason to learning a language is because of Travelling. Likewise, business and work is also one of the important reason. Approximately 18% of teachers also believes that some students are learning it to buy a overseas properties. Although some Instructor thinks it is because of personal development, social contracts and general interests.

However, several instructors assumes that there is a record changes in reasons for learning a language. 34% of tutors thinks buying property overseas is the most important reason now. Travelling now falls to just 3%. it means only 3% of the teacher think this is the reason to learn. All other reasons are consistent.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the pie charts, but the analysis is somewhat superficial. While you correctly identify the primary reasons for learning a language, the description of the data lacks precision. For example, you mention 'social contracts' and 'general interests' without specifying their percentages, and the comparison between the two charts is not fully developed. To improve, ensure you provide more specific data points for all categories mentioned and clearly contrast the 'main reason' with the 'recent change' data. The report provides a general overview but misses the opportunity to highlight the most significant shifts in the data effectively.

Coherence and Cohesion — Band 5.5

The essay is organised into three paragraphs, which is a logical structure for a report. You use some cohesive devices such as 'Overall', 'Likewise', and 'However' to signal transitions. However, the flow between sentences is sometimes mechanical, and the referencing is occasionally unclear, such as in the phrase 'it means only 3% of the teacher think this is the reason to learn'. Improving the variety of linking words and ensuring that pronouns clearly refer back to their antecedents would enhance the overall coherence of the report.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task, but it is somewhat repetitive and contains some inaccuracies. For instance, you use 'reason' multiple times in close proximity. There are also errors in word choice and collocation, such as 'social contracts' (likely meaning 'social contacts') and 'record changes' (which does not accurately describe the data). To reach a higher band, try to use a wider range of synonyms for 'reason' (e.g., 'motivation', 'incentive', 'purpose') and ensure that technical terms are used accurately to describe the survey results.

Grammatical Range and Accuracy — Band 5.5

There are frequent grammatical errors throughout the text, particularly regarding subject-verb agreement and pluralisation. Examples include 'one of the important reason' (should be 'reasons'), '18% of teachers also believes' (should be 'believe'), and 'some Instructor thinks' (should be 'instructors think'). While the meaning is generally clear, these errors are persistent. You rely mostly on simple sentence structures; incorporating more complex sentence forms, such as relative clauses or passive voice constructions, would demonstrate a better command of grammatical range and help improve your score.

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