Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-09-19

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 different pie charts delinate the survey about the common and recent reasons why students learn foregin language in Britain by teachers.

Overall, the biggest change in reasons for learning was recorded to be buying peoperties overseas. There was significant change in social contracts and traveling didnt make much progress.

Firstly, most common reasons for learning a language was recorded to be traveling by 33%, however with recent increase in buying overseas property by 34% it became the main reason for learning a foregin language. The propportion of social contract also increased by 8% coming at 15%. Work and business made improvements by 19% interest.

Interest in learning a language for traveling was at 33% but teachers noted that 3% more students were learning languge for traveling. Foregin partner and genreal interast increased by 1% coming at 4% , whereas personal development increased by 3%. 15% no changes were reported.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to address both charts, reporting key data points such as the 33% for travel and 34% for buying property overseas. However, there are significant inaccuracies in data interpretation and reporting. For instance, the student states that 'travel didnt make much progress', yet the chart for recent increase shows travel at 3%, and the student later contradicts themselves by noting 'teachers noted that 3% more students were learning languge for traveling'. Furthermore, terminology is confused throughout, referring to 'social contracts' instead of 'social contacts' and misinterpreting the net increases from the second chart as total proportions. While an overview is attempted, the confusion over the data means the response only partially covers the task requirements.

Coherence and Cohesion — Band 5.0

The response is structured into an introduction and several short body paragraphs, attempting to group information logically. However, the progression of ideas is frequently disrupted by confusing sentences and unclear referencing. Cohesive devices are minimal and sometimes misused, such as the abrupt transitions between sentences ('Firstly...', 'Interest in learning...'). Paragraphing is also somewhat erratic, with single-sentence paragraphs breaking the flow of information. While the overall report is just about readable, the lack of smooth logical transitions places it firmly at a Band 5 level.

Lexical Resource — Band 5.0

The vocabulary used is very basic and often strained by spelling and word-choice errors. Examples include 'delinate' instead of delineate, 'foregin' instead of foreign, 'peoperties' instead of properties, and 'social contracts' instead of social contacts. The student attempts some less common vocabulary related to the charts, but inaccuracies in collocation and spelling impede clear communication at times. There is heavy repetition of basic structures and vocabulary items like 'learning a foreign language' and 'reasons'.

Grammatical Range and Accuracy — Band 5.0

The student uses a mix of simple and complex sentence forms, but control over grammar is weak. There are frequent errors in tense consistency, subject-verb agreement, and prepositions, such as 'most common reasons... was recorded', 'didnt make much progress', and 'coming at 15%'. Punctuation and spelling errors are numerous throughout the text. While some sentences are grammatically acceptable, the density of errors causes noticeable difficulty for the reader and prevents the response from reaching Band 6.

See this exact question answered at other band scores — the same prompt compared across bands.

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