Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-13

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 first pie chart illustrate the percentage of teachers reporting the following as most common reason for learning and the second pie chart demonstrate the proportion of teachers reporting recent increase in people learning for the following reasons.

In the first pie chart, the most common reason for learning according to teachers is probably 33% Which is highest issue among all others factors. Secondly, business/work is second highest problem for learning which is approximately 26% after that, buying property overseas is the third reason for learning which is almost 19% than 5% general interest, but 7% in both social contacts and personal development approximately same reason for learning foreign language. And at the end, the students learn foreign languages less required for foreign partner which is almost 3%.

In the second pie chart, there are following reasons for learning foreign languages increases interest in people.

The highest interest in people for learnt buying property overseas which is almost 34%, secondly 19% in business/work, 15% in social contacts and there were never change approximately 15%, than

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to describe the data but fails to provide a clear overview or highlight significant trends. The analysis is fragmented and relies on listing percentages rather than synthesizing the information. The report is incomplete, as it cuts off mid-sentence in the second paragraph, leaving the description of the second chart unfinished. Furthermore, the student incorrectly labels the data categories as 'problems' or 'issues' rather than 'reasons for learning,' which misrepresents the task. To improve, ensure you provide a clear summary of the main features and complete all sections of the report.

Coherence and Cohesion — Band 5.0

The response is organized into paragraphs, but the progression of ideas is weak. Cohesive devices are used in a mechanical and often inaccurate way, such as 'after that' and 'at the end,' which do not flow naturally. The referencing is sometimes unclear, and the abrupt ending of the text significantly disrupts the coherence of the report. The use of punctuation is also problematic, with sentences starting with lowercase letters or lacking proper structure, which hinders the reader's ability to follow the logic of the report.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. The student frequently uses the word 'reason' and 'learning' without variation. There are significant errors in word choice, such as referring to the reasons for learning as 'problems' or 'issues,' which is inappropriate for the context of the data. The phrasing is often awkward, such as 'highest issue among all others factors.' To reach a higher band, you should use a wider range of vocabulary related to data description, such as 'proportion,' 'trend,' 'significant,' and 'minority,' and ensure your word choices are contextually accurate.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the text, including subject-verb agreement issues (e.g., 'The first pie chart illustrate') and incorrect sentence structures. The use of articles and prepositions is inconsistent, and there is a lack of complex sentence structures. Many sentences are fragmented or run-on, making the text difficult to read. The incomplete nature of the final sentence further demonstrates a lack of control over sentence construction. Focus on mastering basic sentence patterns and proofreading for subject-verb agreement and article usage.

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