Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-09-21

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 data in percentage regarding tutor's concern about their increased in number of tutee that learns foreign dialect in Britain.

The first pie chart gives data about professor that reports major reasons behind learning another lingualistics where majority of them are for travel purposes about 33%. However, the least one is 5% for general interest. Although, 7% are there for personal development along with social contacts.As far as,business is concerned there were about 26%.

The second chart gives insights about professor reporting steep rise among popluation learning foreign linguistics where majority is seen in sector of buying property overseas about 34%.However, the sharp decline is seen in personal development i.e. 4%.Compared to common reason mentioned above recently,business related perecentages is declined to 19%. However, only 3% are for travel purposes while 15% for social contacts are recorded respectively

As an overall view , it is apparent that nowdays people are more into expanding business so they tend to learn languages other than mother tongue so that they can communicate easily.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The candidate attempts to address the two pie charts regarding reasons for learning a foreign language and reported recent changes. However, there are significant misinterpretations of the data. For instance, the student claims that 'the sharp decline is seen in personal development i.e. 4%', but the chart shows 4% as the percentage reporting an increase for personal development, not a decline. Similarly, the statement that business-related percentages declined to 19% misreads the second chart, which actually shows 19% reporting an increase in business/work. While an overview is attempted, the inaccurate data reporting pulls the score down into the lower-middle range. Band 5.

Coherence and Cohesion — Band 5.0

The text is organized into four paragraphs, following a standard report structure with an introduction, two body paragraphs, and a concluding overview. However, the logical progression is hindered by awkward transitions and confusing sentence connections. Cohesive devices are often used inaccurately or mechanically, such as 'Although, 7% are there for personal development along with social contacts. As far as,business is concerned...' and 'However, the sharp decline is seen...'. Paragraphing is present, but the internal cohesion within paragraphs lacks fluency and clarity. Band 5.0.

Lexical Resource — Band 5.0

The vocabulary used is often unnatural, imprecise, or grammatically distorted. Examples include 'increased in number of tutee that learns foreign dialect' (instead of students learning foreign languages), 'professor' (used for school or language teachers), and 'lingualistics' (instead of languages). There are also persistent word-formation and spelling errors like 'popluation' and 'perecentages'. While there is an attempt to use less common vocabulary, the frequent lexical errors and odd collocations cause noticeable difficulty for the reader. Band 5.0.

Grammatical Range and Accuracy — Band 4.5

The response exhibits a very limited range of grammatical structures, and attempts at complex sentences are frequently faulty. Examples of grammatical errors include subject-verb agreement issues ('The given pie charts illustrates'), missing articles ('tutor's concern about their increased in number'), and awkward phrasing ('people are more into expanding business so they tend to learn languages'). Punctuation and spacing errors are also prevalent throughout the text (e.g., missing spaces after periods and commas). These frequent errors cause strain for the reader. Band 4.5.

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