Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-09-18

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 give pie charts illustrates responses by tutor of foreign languages in Britain to a survey conducting why their learners are learning a foreign language.The first chart depicts the significant reason for learning a foreign language while the second chard provides information how many teacher felt that there has been a recent change in the reason.

Analysing the first pie chart, firstly,26 percent students learn a foreign language for business and work while,majority learners learn for travel. According to survey,the number of students who learn a foreign language for personal development and social contacts were similar which was 7%. Moreover,19% students learn for buing property overseas. Surpisingly, 5% students learn for general intrest and 3% were foreign partner.

Moving further, according to recent reporting, 34% studnts learn new language for buying property overseas which was increased. For business and work 19% students learn .Whereas 15% students learn for social contacts and for no change. Below 10% learns intrsted in learning new language for travel ,general interest,foreign partner and personal development.

Overall , it is evident that, over the year ration of learners increased in all sectors apart form business and work which show minor decreased.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to address both charts, identifying travel as the most common main reason (33%) and buying property overseas as the highest recent increase (34%). However, there are significant inaccuracies in data reporting and misinterpretations of the charts. For example, the student states that 3% were 'foreign partner' as a reason for learning, misunderstanding the category label, and similarly misinterprets the 15% 'no change' figure in the second chart. Furthermore, some data points are omitted or described vaguely, such as 'Below 10% learns intrsted in learning new language for travel'. These flaws indicate that the response only partially addresses the prompt, placing it at Band 5.

Coherence and Cohesion — Band 5.0

The text is divided into logical paragraphs representing an introduction, body paragraphs for each chart, and a brief overall summary. However, the progression is hindered by frequent awkward phrasing and mechanical transitions such as 'Moving further' and 'Analysing the first pie chart, firstly'. Cohesive devices are sometimes used inaccurately or repetitively. Paragraphing is attempted, but sentences within paragraphs lack smooth flow due to grammatical and mechanical issues. This level of organisation aligns with Band 5 descriptors.

Lexical Resource — Band 5.0

The student demonstrates a limited and repetitive vocabulary with frequent word-choice and spelling errors. Examples include 'give' instead of 'given', 'tutor' instead of 'teachers', 'conducting' instead of 'conduction or conducting a survey', 'chard' instead of 'chart', 'buing' instead of 'buying', 'intrest' instead of 'interest', 'studnts' instead of 'students', 'intrsted' instead of 'interested', 'ration' instead of 'proportion', and 'decreased' instead of 'decrease'. While some topic-related vocabulary is attempted, the numerous errors cause noticeable strain and difficulty for the reader, fitting the Band 5 descriptor.

Grammatical Range and Accuracy — Band 5.0

The response contains a very limited range of grammatical structures, relying heavily on simple sentences and basic subject-verb-object patterns. Attempts at complex sentences often result in severe grammatical errors and awkward phrasing, such as 'the second chard provides information how many teacher felt that there has been a recent change'. There are frequent errors in subject-verb agreement ('the number of students... were', '19% students learn'), pluralisation ('student learn', 'tutor'), and prepositions. These pervasive errors impede clarity and place the grammar at Band 4.5, rounded to 5.0.

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