Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-29

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 provided pie charts illustrate few justifications about student endorse to learn a foreign language. over a several years period between past and present.

Overall, it is evident that 33% proportion of adolescents experienced a steady upward rationale for travel. Hence, rationale for foreign partner demonstrated only 3% of the young generations. In addition, business and work situated 26% of students which remained the secondary contributor for major substantial rationale. Correspondingly, buying property overseas demonstrated 18% of youngsters as significant justifications for learning. Furthermore, 5% of general interest vividly showed negligible rationale for assimilation, whereas, general interest illustrates 1% of escalate in recent scholar learning purposes. Additionally, most contrasty, most enormous proportion of 33% in travel had newly transformed to minuscule 3%. Likewise, 26% of business mitigated to 19% in current rationales’ pie charts. Another assertion is that 7% of social contact in most common rationales had relocated to the proportion of 15% in present rationales persepectives.

Conversely, rationale for buying property overseas positively escalated surge to 34% in recent learners rationale. Nevertheless, recent escalate even reformed the new proposition like no change which allocated as 15% of teenagers.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover the data provided in the pie charts, but it fails to present a clear overview or effectively highlight the key features. The information is presented in a somewhat disjointed manner, making it difficult to follow the comparison between the two charts. While the student identifies some figures, the interpretation of the data is often confusing, particularly when describing the 'change' between the two charts. The report lacks a clear summary of the main trends, which is essential for a Band 6 or higher. The description of the data is often inaccurate or poorly articulated, leading to a failure to fully address the requirements of the task.

Coherence and Cohesion — Band 5.0

The essay is organized into paragraphs, but the logical progression of ideas is weak. The use of cohesive devices is often mechanical or inappropriate, such as 'most contrasty' or 'persepectives', which disrupts the flow of the text. Referencing is frequently unclear, making it difficult for the reader to track which chart or data point is being discussed. The transition between the two charts is not managed effectively, resulting in a lack of overall coherence. While there is an attempt to use linking words, they are often used incorrectly, which hinders the clarity of the argument.

Lexical Resource — Band 5.0

The vocabulary range is limited and often used inaccurately. Phrases like 'student endorse to learn', 'rationale for foreign partner', and 'mitigated to' demonstrate a lack of control over collocations and word choice. There are several instances where the vocabulary is misused, such as 'escalate' used as a noun or 'contrastly' as an adverb. These errors occasionally impede communication, as the intended meaning is obscured by the awkward phrasing. To improve, the student needs to focus on learning common collocations related to data description and ensuring that words are used in their correct grammatical form.

Grammatical Range and Accuracy — Band 5.0

The response relies on a limited range of grammatical structures, and there are frequent errors throughout the text. Many sentences are poorly constructed, such as '33% proportion of adolescents experienced a steady upward rationale for travel.' Subject-verb agreement and article usage are inconsistent. While the meaning can generally be inferred, the high frequency of grammatical errors makes the writing difficult to read. The student should focus on basic sentence construction and proofreading for common errors like missing articles and incorrect verb tenses to improve clarity and accuracy.

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

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