Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-09-17

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)

THE PIE CHARTS PRESENT THE SURVEY IN UK BY THE EDUCATOR ABOUT TO FINDOUT

THE REASON BEHIND THAT PUPIS WAS INTRESTED IN LEARNING DIFFRENT TYPE OF LANGUAGE .

OVERLALL, IT CAN BE OBSEVED THAT MOST OF STUDENTS WAS INTRESTED IN TO LEARN BECAUSE THEY WANT TO TRAVEL IN WOLD.ON THE OTHER SIDE,IN THE CURRANT TIME GRADUATES SHOWS LESS FOCUS ON THE TRAVELLIN.

FIRST AND FOR MOST REASON,BEHIND THE LEANING NEW LEARNIN LANGUAGE IS THE SHCOLAR WANT TO LIKE TRAVELLIN AND THEY LEARN NEW CULTUR.SECOND REASON, IS THAT INCREASE THEIR BUSINESS THROUGHT OUT THR GLOBEL AND IT HELP DURING WORK IN DIFFENT COMPLNYS.OTHER REASONS, STUDENTS ARE WANT TO LEARN MANY LANGUAGE ,BECAUSE OF THEIR PESONAL DEVELOPMENT,GENRAL INTREST AND MAKING SOCIAL CONECTION GLOBALY.

ON THE OTHER HAND, IN THE CURRANT ERA MORE LEARNARS LEARN LANGUAGE

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to meet the minimum length requirement of 150 words, stopping abruptly at 133 words and remaining incomplete. While the student attempts to describe the pie charts by mentioning travel and business as major reasons, the data points are poorly reported and heavily generalized. The overview is weak, and the second chart regarding recent changes is barely touched upon before the text cuts off. Consequently, the task is only partially addressed, earning a band score of 4.0 under the task achievement descriptor guidelines.

Coherence and Cohesion — Band 4.0

The text shows some basic organization with introductory and transitional markers such as 'OVERLALL', 'FIRST AND FOR MOST', and 'ON THE OTHER HAND'. However, the logical progression is severely disrupted by incomplete sentences, fragmented thoughts, and an abrupt ending. Paragraphing is attempted but lacks proper development due to the truncated nature of the response. Cohesive devices are used mechanically and inaccurately. Therefore, the overall arrangement is difficult to follow, leading to a band score of 4.0.

Lexical Resource — Band 4.0

The vocabulary used is basic and repetitive, with frequent spelling and word-choice errors that strain the reader. Examples include 'PUPIS' for pupils, 'INTRESTED' for interested, 'DIFFRENT' for different, 'CURRANT' for current, and 'GLOBEL' for global. The student attempts less common vocabulary such as 'personal development' and 'social connection', but inaccurate spellings and inappropriate collocations ('TRAVELLIN', 'LEARNARS') severely limit precision. This level aligns with a band score of 4.0.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, consisting mostly of faulty simple and attempted complex structures. There are persistent errors in subject-verb agreement ('most of students was', 'graduates shows'), tense usage, and article omission. Sentences are frequently broken or malformed, such as 'THE REASON BEHIND THAT PUPIS WAS INTRESTED IN LEARNING DIFFRENT TYPE OF LANGUAGE'. Due to frequent errors that impede communication and the incomplete nature of the writing, the grammar is awarded a band score of 4.0.

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