Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-08-12

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 image illustrates responses by teachers of abroad language in Britain to a survey concerniny why their students are learning a foreign language. The first image describes the main reason for learning a foreign language. The other image shows hoe many teachers felt that there has been a recent change in the reason.

Overall, it is readilly apparent that in the first image most number of people learn foreing language for travelling and least number of people learn foreign language for becoming foreign partner. However we can see that in second image there are a lot of changes now most of the people are learning for buying overseas property.

To begin with, in the first image about 33% of people learn foreign language for travelling and 26% of learning for businees or work. and rest of the things like buying property, general interest, social contacts, personal development and foreign partner are 19%, 5%, 7%, 7%, 3%.

Moreover, in the second image we can see that in recent days all the tings got changed now number of people learn foreign language for buying overseas property about 34% and rest are for businnes, social contact, no change, general interest, and other and it is about 19%, 15%, 15%, 6%, 4%, 4% and 3%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, but the analysis is somewhat superficial. While you identify the primary reasons for learning, the comparison between the two charts lacks depth. For instance, you mention that 'all the things got changed' in the second chart, but you do not effectively contrast the specific shifts in percentages or group the data logically to highlight trends. The report would benefit from a more analytical approach that synthesizes the data rather than simply listing percentages. Ensure you clearly distinguish between the two distinct datasets to avoid confusion for the reader.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'To begin with', 'Moreover'). There are instances where the flow between sentences is disjointed, particularly in the final paragraph where a list of percentages is provided without clear signposting or logical grouping. Referencing is occasionally unclear, such as when you refer to 'the other image' or 'the first image' rather than using more descriptive labels like 'the first pie chart' or 'the second chart'.

Lexical Resource — Band 5.5

The vocabulary is generally adequate for the task, but it is limited and contains several errors. There are frequent spelling mistakes such as 'concerniny', 'readilly', 'foreing', 'businees', and 'tings'. Additionally, some word choices are imprecise, such as 'abroad language' instead of 'foreign language' and 'rest of the things' when referring to data categories. To improve, you should focus on using more precise academic terminology and proofreading for basic spelling errors, which currently detract from the professional tone of the report.

Grammatical Range and Accuracy — Band 5.5

The response relies heavily on simple sentence structures. While there are attempts at complex sentences, they are often marred by grammatical inaccuracies, such as '26% of learning for businees' and 'most number of people learn foreing language'. Punctuation is also inconsistent, with some sentences lacking proper capitalization or ending with unnecessary periods. Subject-verb agreement and article usage (e.g., 'in second image') are frequent areas of error. Increasing your control over complex structures and refining basic grammar will significantly improve your score.

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