Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-23
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 given pie chart provides information about teachers responses of foreign language in Britain to survey a concerning why their students are learning a foreign language. The first pie chart illustrates the main reason for leaning a foreign language while second shows how many teachers felt that there has been recent changes in the reason.
Overall, teachers reporting that mostly people are learning a foreign language for traveling and the number of people are increased to learn a foreign language for buying property overseas.
The people about 33% are learning the foreign language for traveling and increased 3% followed by the people who are buying property overseas 19% and significantly climbed to 34% while 3% are learning for foreign partner which is grow about 4%. The people who are learning a foreign language for social contacts and personal development are around 7% moreover increased to 15% and 4%.The general interest are about 5% but grow around 6%.
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 attempts to address the task but fails to accurately interpret the data. The prompt asks for a description of two charts: the main reason for learning and the change in reasons. The student confuses these, presenting a jumbled list of percentages that do not clearly distinguish between the two categories. Furthermore, the data points provided (e.g., 'increased 3%') are unclear and do not accurately reflect the trends shown in the charts. The report lacks a clear overview and fails to highlight the most significant features, such as the dramatic shift in 'buying property overseas'. The information is presented in a way that is difficult to follow and lacks analytical depth.
Coherence and Cohesion — Band 5.0
The response is organized into three short paragraphs, but the logical progression is weak. The introduction is repetitive, and the body paragraph lacks a clear structure, making it difficult for the reader to follow the comparison of data. Cohesive devices are used in a mechanical and often incorrect manner, such as the repetitive use of 'and' and 'moreover' to link unrelated statistics. Referencing is also unclear; for instance, it is not always evident which percentage refers to the initial survey and which refers to the change. Paragraphing is present but does not effectively separate the different aspects of the data.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, which restricts the ability to describe the data precisely. Phrases like 'significantly climbed' and 'grow about' are used, but the word choice is often imprecise or grammatically incorrect (e.g., 'leaning' instead of 'learning', 'mostly people' instead of 'most people'). There is little evidence of a range of vocabulary suitable for describing trends or statistical data. The student relies on basic terminology, and the errors in word choice occasionally make the intended meaning confusing, such as the phrase 'learning for foreign partner'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that impede clarity. There are issues with subject-verb agreement ('teachers reporting that mostly people are learning'), incorrect preposition usage, and awkward sentence construction. The range of structures is very limited, consisting mostly of simple sentences with some attempts at complex ones that are often faulty. Punctuation is inconsistent, particularly with the placement of periods and the lack of proper sentence boundaries. These errors are persistent and occur throughout the text, significantly affecting the overall readability of the report.
See this exact question answered at other band scores — the same prompt compared across bands.
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