Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-16

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 survey outcome that number of people are learning other country languages on different reasons in britain .

over all, both there are several reasons were monitored for learning foreign languages where majority of the people learn for travelling .and people are increasing followingly for buying the properties .

Travelling purpose accounted for highest proportion for learning at 33%. foreign partners remain lower with 3%.followingly social contacts and personal development maintained a equal proportion at7%.26% were recorded over business and work purposes.while buying properties represented 19%. general interest remains the lowest rate at5%.

majority of the people gradually increasing with learning new languages whereas highest proportion is represented in buying properties at 34%.while 19% of people learn for business and work .travelling travelling remains lowest at3%.social contacts are 15% followingly same as no change ,personal development and foreign partners are same at 4%.social contacts represented on 15%.general interest remains the least at 6%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the two pie charts. However, the report is significantly hampered by inaccurate data interpretation. For instance, the student claims 'travelling' is the lowest at 3% in the second chart, whereas the data shows it is actually 34%. Furthermore, the description of the second chart is confusing, as it conflates the 'change' data with the 'reason' data. The overview is weak and lacks a clear summary of the main trends. To improve, ensure that data points are accurately transcribed and that the distinction between the two charts is clearly articulated in the introduction and body paragraphs.

Coherence and Cohesion — Band 5.0

The response lacks logical progression and clear paragraphing. While there is an attempt to use cohesive devices like 'over all' and 'while', these are often used incorrectly or in a way that does not link ideas effectively. The sentences are often disjointed, and the lack of proper punctuation makes it difficult to follow the flow of information. The report would benefit from a more structured approach: an introduction, a clear overview, and two distinct body paragraphs that group related data points logically rather than listing them in a repetitive, mechanical fashion.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. Phrases such as 'accounted for highest proportion' and 'represented in' are used repeatedly, and there are several instances of awkward phrasing, such as 'people are increasing followingly'. The student struggles with basic collocations and word choice, which occasionally impedes the reader's understanding. To reach a higher band, the student should focus on using a wider range of synonyms for describing trends and proportions, such as 'constituted', 'comprised', or 'a significant majority', and ensure that words are used in their correct grammatical context.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that affect readability. There are issues with subject-verb agreement ('pie charts illustrates'), article usage ('the survey outcome that number of people'), and sentence structure (run-on sentences and fragments). Punctuation is also inconsistent, with missing spaces after periods and incorrect capitalization. While the student attempts some complex structures, they are often faulty. To improve, the student should focus on mastering basic sentence construction, ensuring that subjects and verbs agree, and practicing correct punctuation to separate distinct ideas clearly.

See this exact question answered at other band scores — the same prompt compared across bands.

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