Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-09-14

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 4.5)

The two pie charts illustarte the responses given by teachers of a university of forein languages about why students are learning foregin language. The first chat gives information for the main purpose for why students learning a foreign language and the second one present information about how lots of teacher realize there has been a recent difference in the the reason.

Overall, it can be seen that the most common reason is for travel but recent report tells that buying propety overseas is the actual reason students learning foregin language.

33% of teacher reporting to travel as the most common reason students learning foreign language, while 26% acconting for business/ work. 19% learning for buying property overseas and 5% as there general interst while pesonal development and social contacts both accounts for 7%. lastly

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to describe the two pie charts regarding foreign language learning, noting travel as the main reason and mentioning changes over time. However, the report suffers from a significant drawback in task completion: it is incomplete and breaks off mid-sentence at 'lastly'. Furthermore, the word count is only 134 words, failing to meet the minimum requirement of 150 words, which incurs a direct penalty. While some key data points such as the 33% for travel and 26% for business are referenced, the overall summary is fragmented and lacks a fully developed overview. Consequently, the task has been addressed only partially.

Coherence and Cohesion — Band 4.0

The essay displays a basic attempt at organisation, featuring an introductory sentence and some breakdown of the data. However, overall progression is heavily disrupted because the text cuts off abruptly at the end with an unfinished sentence ('lastly'). Paragraphing is poorly handled, with broken thoughts and a lack of cohesive devices to guide the reader smoothly through the data. Referencing is sometimes unclear, for instance, in phrases like 'the second one present information about how lots of teacher realize'. Cohesion is therefore mechanical and faulty, leading to an overall lack of coherent arrangement.

Lexical Resource — Band 4.5

The vocabulary used is basic and repetitive, with several noticeable spelling errors such as 'illustarte' instead of 'illustrate', 'forein' and 'foregin' instead of 'foreign', 'chat' instead of 'chart', 'teacher' instead of 'teachers', and 'propety' instead of 'property'. The student attempts some topic-specific vocabulary related to the charts, such as 'business/ work', 'social contacts', and 'personal development', but the control of word choice and spelling is weak. These lexical errors and limitations cause some difficulty for the reader and prevent the response from achieving a higher band.

Grammatical Range and Accuracy — Band 4.5

The student attempts a mix of simple and complex structures, but the writing is marred by frequent grammatical errors, such as subject-verb agreement issues ('lots of teacher realize', '33% of teacher reporting', 'social contacts both accounts') and missing auxiliary verbs ('why students learning'). Because the text trails off incomplete, it demonstrates a very limited control of sentence completion and punctuation. These persistent errors cause frequent strain and difficulty for the reader, aligning the grammar performance with band 4.5 standards.

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