Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The given pie charts illustrates the information provided by teachers concerning their students who are frequent into learning a foreign language.

Overall, the first chart shows travelling as the most common or highest excuse behind learning a foreign language. The others include business/workplace location, buying property overseas, personal development, social contacts, and foreign partnership which is on the least in the record.

The second chart holds other recently added particular reasoning related to the increase in learning different overseas language.

The percentage of teachers who reported the foreign language used most often is travelling, concluding about a 33% of the total of other reasons. Then comes the business or job place holding 26% as a purpose to learn new language which requires a professional communication. Legislative and other property purchasing activities in a foreign state highly demand good verbal understanding. Other include personal development and social contacts with identical figures as 7% each, motivated to learn other country's communication skills. In order to indulge into foreign partnerships, both the nations must be aware of each others' language.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to describe both pie charts, mentioning key data points such as travel at 33% and business/work at 26% for the first chart, and buying property overseas at 34% for the second chart. However, the response falls short in several areas. Firstly, there is no clear overall summary or overview, which is a fundamental requirement for Academic Task 1. Secondly, some data is misinterpreted or inaccurately described, such as stating that the second chart holds 'recently added particular reasoning related to the increase' rather than clearly identifying the categories of recent increase, and misinterpreting the 'no change' and other percentage categories. The information is somewhat disjointed and lacks a fully developed comparative analysis, keeping the response at a Band 5.0 level.

Coherence and Cohesion — Band 5.0

The essay displays some organizational structure, opening with an introductory sentence and attempting to break down the information chart by chart. However, the paragraphing is weak, with a very brief and poorly integrated second paragraph followed by a dense block of text. Cohesive devices are used awkwardly or repetitively ('Then comes', 'Other include', 'In order to'), and referencing is occasionally unclear, making it difficult to follow the logical progression of ideas. There is a lack of smooth transitions between the discussion of the first chart and the second chart, resulting in a somewhat mechanical flow that warrants a Band 5.0.

Lexical Resource — Band 5.0

The student attempts to use a range of vocabulary relevant to the topic, such as 'partnership', 'professional communication', and 'property purchasing activities'. However, there are notable lexical inaccuracies and awkward word choices, such as 'frequent into learning', 'highest excuse', and 'on the least in the record'. Some phrases are overly colloquial or imprecise for an academic report. While the vocabulary is adequate to convey basic meaning, the recurring errors in collocation and word choice place this response firmly in the Band 5.0 category.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but the control over grammar is inconsistent. There are several grammatical errors and awkward syntactic constructions, such as 'foreign partnership which is on the least in the record', 'Other include personal development', and 'motivated to learn other country's communication skills' (where the participle modifier lacks a clear subject). Punctuation and article usage also show frequent lapses. These errors occasionally cause slight confusion for the reader, reflecting the characteristics of Band 5.0 grammar.

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

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