Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-04

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 Pie charts demonstrates teachers of foreign languages in Britain to a survey concerning why their students was learning a foreign language. Overall, the dominent contribution of first chart is 33% travel and the main contribution is 26% and 19% is business/work and buying property overseas respectively. The second chart highest contribution was 34% which was buying property overseas.

we can see that the highest contribution is travel is 33%. it wasthe dominent reason for learning. After that, buying property overseas was19% is second main common reason. Furthermore, Personal development and social contacts both was same. Moreover, General interest was 5% and foreign partner contribution is only 3%.

The second chart the main contribution is buying property overseas was 34%. Which is very highest. The second main contribution was 19% is business/work. Furthermore, social contacts and no change was same which is 15%. Moreover, personal development and foreign partner also same. it was 4%. In addition, general interest was 6%. it was gradually low as comapre to buying property overseas.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to present an overview and select some main features from both charts—such as identifying travel at 33% and buying property overseas at 34%—the information is frequently repetitive and imprecise. Several data points are stated confusingly, and key details are underdeveloped or poorly contextualized. For instance, the reference to the second chart's figures lacks clear explanation of what the categories signify in relation to the survey prompt. To reach a higher level, the writer needs to present a fully developed overview that clearly contrasts the main findings of both charts without repeating the same figures multiple times.

Coherence and Cohesion: Band 4.5

The response shows some organisation, but there is no clear overall progression. Ideas are presented in a disjointed manner, jumping between the first and second charts with repetitive phrasing such as 'The second chart the main contribution' and 'Furthermore'. Paragraphing is attempted, but the internal structure of paragraphs lacks logical flow, and cohesive devices are frequently used inaccurately or repetitively. Referencing is unclear at times, making the progression difficult to follow. Improving logical sequencing, using a wider variety of cohesive links accurately, and grouping information logically into well-defined paragraphs would significantly enhance the overall coherence.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The student attempts some less common terms like 'dominent contribution' and 'gradually low', but these suffer from frequent errors in word choice and spelling, such as 'dominent' and 'comapre'. Repetition of basic words like 'contribution' and 'highest' restricts the lexical range. To improve, the writer should incorporate a broader range of vocabulary related to data trends and percentages, ensure correct word forms, and pay closer attention to spelling and precise collocational usage.

Grammatical Range and Accuracy: Band 4.5

The response exhibits a very limited range of sentence structures, relying heavily on simple sentences and basic attributive patterns that are often faulty. There are frequent grammatical errors, including subject-verb agreement issues like 'why their students was learning' and 'social contacts and no change was same', as well as missing articles and poor punctuation, such as starting sentences with lowercase letters. Complex structures, where attempted, are generally inaccurate and can cause difficulty for the reader. Greater control over basic grammar, tense consistency, and punctuation is required to progress.

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