Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The pie charts illustrate the teachers of Britain who survey why students are learning a foreign language.

Overall, the maximum learners learnt foreign language learners for travelling and minimum for their foreign partner.

To begin with, the percentage of travel is 33% which is highest and 3% of foreign partner whih is lowest. the learners from personal development and social contacts are similar(7%). whereas, general interest is 2% less then personal development. while, learners from buying property overseas and business is 19% and 26% respectively.

moving ahead, in second chart it is shown that there are changes in foreign learners. travel learners fell down from 33% to 3%. general interest is grown by 1%. whereas, 15% has no change and similar to social contacts. however, business and work decreases its percentage from 26% to 19%.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response only partially addresses the task requirements. The student attempts to describe both pie charts, but the overview lacks clarity and fails to adequately summarise the main trends. Furthermore, the word count is 135 words, failing to meet the minimum requirement of 150 words. Several figures and comparisons are misread or confused, particularly in the second chart where the student incorrectly states that travel learners fell down from 33% to 3%, mixing up the data from the first and second charts. Ideas are limited and under-developed, preventing the response from achieving a higher band.

Coherence and Cohesion: Band 5.5

The text demonstrates some organisation with basic cohesive devices and transition signals such as 'To begin with', 'whereas', and 'however'. However, there is no clear overall progression due to confusion between the datasets in the two charts. Paragraphing is attempted, but the grouping of information is somewhat chaotic, shifting abruptly between the two figures without a logical framework. Referencing is occasionally unclear, making it difficult for the reader to follow the exact comparisons being made.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. The student attempts some less common vocabulary such as 'percentage', 'similar', and 'respectively', but also makes noticeable errors in word choice and phrasing, such as 'the teachers of Britain who survey why' and 'business decreases its percentage'. Spelling and word formation are generally acceptable, but frequent lexical inaccuracies and simplistic language cause some difficulty for the reader and restrict the score to this band.

Grammatical Range and Accuracy: Band 5.0

The response displays a very limited range of grammatical structures. Most sentences are simple or contain basic coordination. When complex structures are attempted, they often contain errors, such as missing articles ('is highest', 'is lowest'), incorrect prepositions ('from personal development'), and issues with subject-verb agreement ('the learners ... are similar' versus 'general interest is 2% less'). Frequent grammatical errors persist throughout the text, although they rarely completely obscure the intended meaning.

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

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