Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-08-14

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 4.0)

The pie chart gives information about the foriegn languages in britain to a survey concerning why thier students are a learning a foriegn language.

By having cursory glance, it is vivid that,the first chart shows the main reason for learning a foreign language the 7% of personal development of teachers reporting. the 3% of foreign partner which is very lowest and the 33% of travel which is very highest in the chart.

By moving further ahead, it is lucid that, ,the second chart shows the main reason for learning a foreign language the 15% of social contacts, the highest data is covered by buying property overseas which is 34% and the lowest data is covered by personal development which is 4%.

To conclude the first charts shows the highest data is travel which is 33% and the second charts shows the lowest data is travel 3% and the image is informative.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to describe the data, but it fails to provide a clear overview or highlight significant trends effectively. The description of the data is fragmented and contains factual inaccuracies, such as misinterpreting the categories and percentages presented in the charts. For instance, the report confuses the data points between the two charts, making the information difficult to follow. The response lacks a clear summary of the main features, which is essential for an Academic Task 1 report. To improve, you must focus on accurately identifying the key trends and comparing the data points rather than simply listing figures in a disjointed manner.

Coherence and Cohesion — Band 4.5

The response is organized into paragraphs, but the progression of ideas is not logical. The use of cohesive devices is mechanical and often inappropriate, such as 'By having cursory glance' and 'By moving further ahead,' which do not fit the formal tone required for a report. Referencing is often unclear, and the transition between the two charts is abrupt. The lack of clear logical sequencing makes it difficult for the reader to follow the comparison of the data. Improving the use of linking words and ensuring each paragraph has a clear focus would significantly enhance the coherence of your writing.

Lexical Resource — Band 4.0

The vocabulary is limited and repetitive, with frequent errors in word choice and spelling, such as 'foriegn' instead of 'foreign' and 'thier' instead of 'their'. The phrasing is often unnatural, for example, 'the 3% of foreign partner which is very lowest.' There is little attempt to use a range of vocabulary suitable for describing data. To improve, you should focus on learning collocations related to data description, such as 'account for,' 'constitute,' or 'the majority of,' and pay closer attention to spelling and basic word formation.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that often impede communication. There are issues with sentence structure, such as missing verbs and incorrect preposition usage (e.g., 'the 7% of personal development of teachers reporting'). Punctuation is also problematic, with unnecessary commas and spacing issues. The range of structures is very limited, consisting mostly of simple, error-prone sentences. To improve, you need to focus on basic sentence construction, ensuring every sentence has a clear subject and verb, and work on reducing errors in articles and prepositions.

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