Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-22
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 depict percentage of the fundamental reason why individuals in Britain learn foreign languages as reported by teachers. From the statistics, one could notice easily the decrease of people who would like to learn a foreign language for travelling while there is a clear jump in the number of learners studying languages for the reason of buying property overseas or doing business and work.
People who learn a language for personal development, foreign partner, general interest stay the same when contrasting the past and present with just 2 percent or around of difference. However, those who need language for social contacts or settling abroad, are more interested in acquiring a new language, that is, their percentage arise fby 8 percent and 15 percent respectively.
To conclude, as residents tend, nowadays, to immigrate to other countries, the number of people who buy property overseas or need social contacts are more required to learn a foreign language while the other reasons have less impact on someone deciding to learn a foreign language.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response fails to address the task adequately. The prompt asks for a report on two specific pie charts, yet the student only describes the data in a general way without providing the actual figures or a clear overview of the categories presented in the charts. The analysis is vague, using phrases like 'around of difference' and 'arise fby 8 percent' without clearly linking these to the specific data points provided in the source material. Furthermore, the report lacks a clear distinction between the two charts mentioned in the prompt, leading to a confusing summary that does not accurately reflect the information provided.
Coherence and Cohesion — Band 5.0
The essay is organised into paragraphs, which is a positive feature. However, the logical progression is weak. The transition between the introduction and the body paragraphs is abrupt, and the use of cohesive devices is often mechanical or inaccurate, such as 'From the statistics, one could notice easily'. The final paragraph attempts a conclusion but introduces new interpretations rather than summarising the main trends effectively. Referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the past and present data points.
Lexical Resource — Band 5.0
The range of vocabulary is limited and repetitive. While there is an attempt to use topic-specific language like 'personal development' and 'social contacts', the word choice is often imprecise or awkward, such as 'arise fby' (a spelling and collocation error) and 'the other reasons have less impact'. There are also issues with word formation and collocation, such as 'around of difference' and 'are more required to learn'. To reach a higher band, the student needs to use a wider range of vocabulary with greater precision and fewer errors in word choice.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some complex sentence structures, but accuracy is inconsistent. There are frequent grammatical errors, such as 'percentage of the fundamental reason' (missing article), 'arise fby' (incorrect verb form and preposition), and 'are more required to learn' (awkward passive construction). Punctuation is generally acceptable, but the sentence structure often feels clunky. The errors occasionally cause minor confusion, though they do not completely impede communication. More attention to subject-verb agreement and correct prepositional usage is required to improve the score.
See this exact question answered at other band scores — the same prompt compared across bands.
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