Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-24

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 chart shows thw % of teachers of foreign language in britain that why there students are learning foregin language, there are 2 piechart given shich show diff information 1st one reprsents the main reason for learning and second one shows what is the recent change in them.

3% of the consider language study for thier patners or to find patners and teachers thinks that 33% of the people learn language to travel the world, and 26% learn for the business and jobs alla round the world and 19% learns to buy property internationally 5%of themn learn for thier gernal intrest 7% learns for social contact andother 7%learns for personal development.

and in recent changes only 4% learns for patners and 15% for no chance and only 3% for travel which is the least of all and then its 34% for buying property, 6% for genral intrest and 15% for social contact and only $ percent for self develoment

in conclusion travel reason has been decreased alot and business or property buying is increased alot

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers both charts, but the analysis is superficial and lacks a clear overview. While you mention that travel has decreased and business/property has increased, the report lacks a professional tone and fails to highlight key trends or significant comparisons effectively. The data presentation is essentially a list of figures rather than a synthesis of information. To improve, you should group related data points and focus on identifying the most significant changes or dominant categories rather than listing every percentage point, which makes the report read more like a raw data dump than an analytical summary.

Coherence and Cohesion — Band 5.0

The response lacks a clear paragraph structure, which makes it difficult to follow. The introduction is run-on, and the body paragraphs are not clearly demarcated. There is a lack of cohesive devices to link ideas; for example, the transition between the first and second chart is abrupt. You rely heavily on 'and' to connect sentences, which creates a repetitive flow. To improve, use clear paragraph breaks for the introduction, overview, and specific details, and incorporate a wider range of linking words such as 'furthermore', 'in contrast', or 'consequently' to guide the reader through your analysis.

Lexical Resource — Band 5.0

The vocabulary is quite limited and repetitive, with frequent spelling errors such as 'thw', 'britain', 'foregin', 'shich', 'reprsents', 'thier', 'alla', 'gernal', and 'develoment'. You rely on basic verbs like 'learns' and 'shows' throughout the text. There is little attempt to use academic or precise vocabulary to describe trends (e.g., 'increased a lot' is informal). To reach a higher band, you need to focus on accurate spelling and use more sophisticated synonyms for 'increase' or 'decrease', such as 'surged', 'plummeted', or 'remained stable'.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors throughout the response, including subject-verb agreement issues ('teachers thinks', '19% learns') and punctuation errors. Sentence structures are mostly simple or poorly constructed, often lacking necessary articles or correct capitalization. The use of '$' instead of '%' is a significant error. While the meaning is generally understandable, the high frequency of errors in basic sentence construction and punctuation hinders the flow and professional quality of the report. You should focus on proofreading for basic subject-verb agreement and ensuring consistent sentence structure.

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