Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-09-20

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 given chart illustrates the responses for teachers of foreign languages in British to a survey concerning why their students are learning a foreign language.

Overall, the fist chart shows the main reason for learning a foreign language. The most common reason of learning travel purposes because the need to learn that country`s language for their needs. And the least one reasone for the language learning is foreign partner. As they want to communicate their partners.

On the other hand, the different teachers are reporting the rise in the people learning. The buyers are learning foreign languages because they want to buy properties in the other countries, are about 34 percent. And for business only about 19 percent people are learning. As same for social contacts about 15 percent people. For foreign partners and personal development only 4 percent people are learning. And three percent for the travel purposes.

All of the above increases in the number of the people learning new languages are for the diffenent purposes.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to describe the two pie charts regarding teachers' views on foreign language learning. While the writer identifies some key data points, such as travel being the most common reason (33%) and buying property overseas showing the largest recent increase (34%), the overall coverage of the data is patchy. There are several inaccuracies in reporting the figures and features, and the second chart is described somewhat confusingly as 'the different teachers are reporting the rise in the people learning'. Furthermore, the overview lacks clarity and fails to synthesise the main trends effectively. To achieve a higher band score, the response needs to select and report the key features more accurately and provide a coherent summary of the overall trends.

Coherence and Cohesion — Band 4.0

The response shows an attempt to organise information into paragraphs, but the overall progression of ideas is disjointed and difficult to follow. Cohesive devices are used awkwardly or inaccurately, such as starting sentences with 'And', 'As', and 'Because', which creates a choppy reading experience. Referencing is sometimes unclear, particularly in the body paragraphs where the distinction between the two charts becomes blurred. While paragraphing is attempted, the lack of smooth transitions and clear logical links between sentences restricts the score to Band 4.0. Improving the use of cohesive ties and ensuring clear logical sequencing would significantly enhance the organisation.

Lexical Resource — Band 4.5

The vocabulary used is basic and frequently repetitive, with numerous word-choice and collocation errors. Examples such as 'the responses for teachers' instead of 'responses by teachers', and 'the least one reasone for the language learning' demonstrate a restricted range of vocabulary and poor control of phrasing. Words are often misused, such as 'The buyers are learning' when referring to survey data about teachers reporting on learners. Spelling errors are also present, including 'fist' instead of 'first' and 'diffenent' instead of 'different'. To improve, the student needs to build a broader range of functional vocabulary for describing data and pay closer attention to accurate word choice and spelling.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, relying heavily on simple sentence structures with frequent errors that regularly impede communication. There are noticeable issues with subject-verb agreement, preposition use, and sentence fragments (e.g., 'Because the need to learn that country`s language for their needs'). Clauses are frequently strung together improperly with coordinating conjunctions rather than being subordinated correctly. While some simple sentences are intelligible, the high frequency of grammatical errors across all parts of the response prevents it from reaching a higher band. A stronger focus on basic sentence construction and reducing structural errors is essential.

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