Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-05

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)

These pie charts which illustrates the responses of foreign languages from teachers in Britian to a survey regarding why their students are learning a forign language. The first pie chart describe the main reasons for learning a foreign language. The second chart explain how many teachers felt that there has been a recent change in the reason.

To begin with, the % of teachers reporting most common reasons for learning the most high percentage is travel 33% as well as the personal development with as social contacts both are same 7%. The second highest % is business/work furthermore, the buying property overseas is 19%.

Moreover, the instructor journalism nowadays go up in people learning for the following reasons. Additonally, the most area is buying property overseas is 34% to coupled with business/work 19% in addition the foreign partner with the personal development percentages are same is 4%. What is more the % of social contacts as well as no change are same is 15%.

Overall, the most reporting reasons is 33% travel with this details grow up 34% buying property overseas the lowest part in firstly chart 3% foreign pertner as well as secondly bottommost is forign partner as well as personal development 4%.

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 of the two charts, the content lacks clarity and accurate data reporting. For instance, the opening sentence fails to form a complete grammatical clause ("These pie charts which illustrates...") and much of the data description is confusing or misreported. While some key figures such as travel at 33% and buying property overseas at 34% are mentioned, the lack of well-developed comparisons and the presence of unclear, disjointed statements prevent the response from achieving a higher band. To improve, the writer needs to ensure all major features are clearly selected and accurately described with a logical overview.

Coherence and Cohesion: Band 4.5

There is some basic organization with paragraph breaks, but the response lacks a clear overall progression. Cohesive devices are used awkwardly or inaccurately, such as starting paragraphs with abrupt transitions like "To begin with, the % of teachers reporting most common reasons for learning the most high percentage..." and "Moreover, the instructor journalism nowadays go up...". Referencing is frequently unclear, and the mechanical repetition of sentence structures disrupts the flow of information. To move up, the writer must use cohesive ties more naturally and ensure that sentences follow a logical sequence that guides the reader smoothly through the data.

Lexical Resource: Band 4.5

The vocabulary used is limited and heavily restricted to basic terms directly copied or slightly altered from the prompt. There are noticeable lexical errors and inappropriate word choices throughout the text, such as "instructor journalism" instead of an appropriate subject, and spelling errors like "Britian", "forign", and "pertner". These errors and the restricted range of vocabulary occasionally cause difficulty for the reader. To improve, the student should expand their range of functional language for describing statistical data and carefully check their spelling and word forms before finalizing their writing.

Grammatical Range and Accuracy: Band 4.5

The grammar is characterized by a very limited range of sentence structures, with frequent basic errors. Many sentences are non-sentences or severely ungrammatical, such as the opening sentence fragment "These pie charts which illustrates..." and the awkward phrasing in "the instructor journalism nowadays go up... to coupled with business/work". Errors occur frequently in verb forms, subject-verb agreement, and prepositional usage, which often impede communication and cause strain for the reader. To achieve a higher score, the writer must focus on constructing complete, grammatically sound sentences with accurate subject-verb agreement and a better mix of simple and complex structures.

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