Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-09-03

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 chart illustrates responses by teachers about survey of students that show learning of foreign languages in Britain.

overall, according to the chart students of travel shows higher percentage of learning a foreign language, its round about 33%, while in recently it decreases to 3%. Buying property overseas have experienced significantly growth recently, whereas business workers are declining from original position.

In modern days, demanding of learning a foreign languages were increases for some platforms, like overseas of buying property revealed higher percentage, it approximately increases from 19 to 34% recently, whereas travels sharply decrease to the most minimum percentage, its around 3% from 33% and as well as business worker declined from 26% to 19%.

some platform which allocated minimum demand to learning abroad languages, like general interest and foreign partner shows increases of 1 percentage. Personal development and social contacts have same percentages in ancient year then it changed to 4 and 15% respectively. while 15% remain their value, it shows no change.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by describing the pie charts, but it fails to provide a clear or accurate overview. The data interpretation is problematic; for example, the student claims 'travel' decreased from 33% to 3%, but the charts show 'travel' as the main reason for 33% of teachers, while the second chart shows the change in reasons. The student confuses the two charts, leading to inaccurate reporting of the data. Furthermore, the summary of the trends is confusing and lacks the necessary clarity required for an Academic Task 1 report. The response does not clearly distinguish between the two distinct datasets provided in the prompt.

Coherence and Cohesion — Band 5.0

The response is organised into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or inaccurate, such as 'its round about 33%' and 'as well as business worker declined'. Referencing is frequently unclear, making it difficult for the reader to follow which data point is being discussed. The transition between the two charts is not managed effectively, resulting in a disjointed narrative. While there is an attempt to use linking words like 'whereas' and 'while', they are often used incorrectly or in a way that obscures the relationship between the ideas.

Lexical Resource — Band 5.0

The vocabulary is limited and often imprecise. There are frequent errors in word choice and collocation, such as 'students of travel', 'demanding of learning', and 'ancient year'. The student struggles to use academic terminology appropriate for describing data, relying on repetitive and sometimes non-standard phrasing. The lack of precision in describing trends (e.g., 'experienced significantly growth') hinders the clarity of the report. To improve, the student needs to focus on using accurate collocations for data description and expanding their range of descriptive verbs and adverbs.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement ('demanding... were increases'), tense usage ('travels sharply decrease'), and sentence structure. Many sentences are fragmented or poorly constructed, such as 'some platform which allocated minimum demand to learning abroad languages'. While there is an attempt to use complex structures, they are often faulty and contain errors that distract the reader. The punctuation is also inconsistent, particularly with the use of commas and apostrophes.

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