Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-08-28

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)

As you can see on the frist chart is showing the ratio of students who can learning the other language for different reasons.

Other one is listing with numbers of people increase their intrest in learning.

Having a glane on frist pie chart is tells us that five percent peoples have general interest and seven percent are using for social contacts and similarly seven percent are using for personal skills.only three percent is learning for foreign partner.Ninteen percent are buying properties in foreign and the highest peoples which is twenty six percent is learned for their business and other work professions.

The second chart is listed with teachers reports the percentange of increaseing how many peoples are intested for their purpose.Eight percent people are more intrested for their social contacts and fifteen percent are more intrested to buying property in other countary and other people are loose their intrest to learn.

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. The information is presented in a fragmented way, and the data points are often inaccurate or poorly contextualized. For instance, the report mentions 'five percent' for general interest, but the source data is not clearly synthesized. The response lacks a professional tone suitable for a university lecturer and fails to group the information logically. To improve, you must identify the most significant features of the charts and present them in a structured manner, ensuring that the data is accurately transcribed and compared rather than just listed.

Coherence and Cohesion — Band 4.0

The response lacks logical progression. Paragraphing is absent, and the sentences are disjointed, making it difficult to follow the flow of information. There is a lack of cohesive devices; the transition between the first and second chart is abrupt and lacks a linking phrase. The use of referencing is also problematic, with phrases like 'Other one' and 'frist pie chart' appearing without proper introduction or structural support. To improve, you should use clear paragraph breaks to separate the introduction, the description of the first chart, and the description of the second chart, while using linking words to connect your ideas.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive, which hinders the clarity of the report. There are frequent errors in word choice and spelling, such as 'frist' instead of 'first', 'glane' instead of 'glance', and 'intrest' instead of 'interest'. The phrasing is often unnatural, such as 'the highest peoples which is twenty six percent is learned for their business'. The range of vocabulary is insufficient to describe data trends effectively. You should focus on learning specific collocations for describing charts, such as 'the proportion of', 'a significant increase', and 'the most common reason'.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that often impede communication. There are significant issues with subject-verb agreement (e.g., 'is tells us', 'five percent peoples have'), incorrect verb tenses (e.g., 'is learned for their business'), and sentence structure. Many sentences are fragmented or lack proper punctuation. The range of grammatical structures is very limited, consisting mostly of simple, error-prone sentences. To improve, you need to focus on basic sentence construction, ensuring that subjects and verbs agree and that you use the correct tense when describing data. Proofreading for common spelling and grammatical slips is essential.

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