Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-08-30
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 two pie charts depict the outcomes of reason in a survey of the educators of foreign languages in Britain wondering why their students learned a foreign languages. The first pie chart illustrates the reason of students are learning a foreign language and the second chart demonstrates the amount of the educators felt about a changed in the reason. Overall, on the first chart it can be seen that the most common reason for learning that have reported by the educator was travel that showed as the highest proportion, while for the second chart, however, buying property overseas was the most popular reason for people learning.
On the first pie chart, there was a largest percentage of people considered travelling is their reason for learning by 33%. Moreover, business or work is the second most likely reason which had over a quarter in percentage. Meanwhile, personal development and socials remained at the same level of 7
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 provide a complete overview or accurate data representation. The introduction is repetitive and contains inaccuracies, such as misinterpreting the second chart's purpose. The body paragraph begins to describe the first chart but stops abruptly at 7%, failing to cover the remaining data points or the second chart entirely. The analysis is incomplete, and the lack of a clear summary of the main trends prevents the response from reaching a higher band. To improve, ensure all data sets are described and that the overview highlights the most significant features of the charts.
Coherence and Cohesion — Band 5.0
The response is organised into paragraphs, but the progression of ideas is hindered by the incomplete nature of the text. While some cohesive devices are used, such as 'Overall' and 'Moreover', the transition between the introduction and the body is weak. The abrupt ending of the second paragraph significantly disrupts the flow of information. Referencing is sometimes unclear, and the logical development of the report is not sustained throughout the text. Improving the structure by ensuring each point is fully developed and linked to the next would enhance the coherence of the response.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks the precision and variety required for higher bands. There are several instances of awkward phrasing and word choice errors, such as 'outcomes of reason' and 'wondering why their students learned'. The repetition of 'reason' and 'chart' limits the range of vocabulary. While the student attempts to use some topic-specific language, the errors in collocation and the limited range of synonyms prevent a higher score. Focusing on using more precise academic vocabulary and avoiding repetitive phrasing will help improve this score.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Examples include 'the reason of students are learning' and 'a changed in the reason'. Subject-verb agreement and article usage are inconsistent throughout the text. While the meaning is generally understandable, the frequency of errors in basic grammar structures is noticeable. To improve, the student should focus on proofreading for subject-verb agreement, correct tense usage, and ensuring that complex sentence structures are constructed accurately.
See this exact question answered at other band scores — the same prompt compared across bands.
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