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)

This chart illustrait the most reason for learing and new language nand then how tearcher felt that there hass been recent change. Now as we see there is a pie chart in which it is showns that the majore reason is traveling preportion of 33 on the other hand business\work is the second big reason which is consist of 26 percent morepver the third most common reason is buying property overseas which makes 19 persont of the share .

and the rest of is social contact, personal development, foreifn partner, general interest are lower then othres.

But the recent report tells us about the rose up in people learning is buying property overseas which is grew dramaticaly in to 34 percent. However, the business took the second hug place in learning new language.On the otherhand the rest of the reasons for learing new language are equal which is apperad in the pie chart. overall we can see the main diffrence is the before and after report the noticable feature was the priopites.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task partially, attempting to present data from the two pie charts regarding foreign language learning reasons in Britain. However, the information is presented with notable limitations and inaccuracies. While the writer manages to identify some key figures, such as travel at 33 percent and buying property overseas at 34 percent for the recent increase, other data points are either omitted, generalised too loosely, or misreported, such as stating that the rest of the reasons for learning a new language are equal. Furthermore, the selection of features lacks a fully clear overview, and the reporting of trends is underdeveloped, resulting in a somewhat fragmented account of the visual information.

Coherence and Cohesion: Band 4.5

The text demonstrates some organisation, but it lacks a clear overall progression. Ideas are grouped into loose paragraphs, but the transitions between sentences and concepts feel abrupt and mechanical, relying on basic connectors like 'Now as we see' and 'On the otherhand'. Paragraphing is not used effectively to separate distinct aspects of the visual data, such as the initial reasons versus the recent changes. Additionally, repetitive referencing and a lack of cohesive devices lead to a choppy reading experience where the logical relationship between sentences is frequently obscured.

Lexical Resource: Band 4.5

The vocabulary used is limited and barely adequate for the task. The student attempts some less common vocabulary, such as 'preportion' and 'dramaticaly', but these are marred by frequent spelling errors and inaccurate word choices. Throughout the text, there are numerous lexical inaccuracies—such as 'illustrait' instead of illustrates, 'majore' instead of major, and 'hug place' instead of high place—which stem from weak control of word forms and spelling. While the meaning can sometimes be discerned, these persistent errors cause noticeable difficulty for the reader and restrict the response to a lower band.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is extremely limited, consisting mostly of simple and attempted complex sentence structures that are frequently faulty. There are persistent errors in basic sentence construction, verb forms, and tense consistency, such as 'there is a pie chart in which it is showns', 'the rest of is social contact', and 'which is grew dramaticaly'. Punctuation is also problematic, with missing full stops and run-on sentences that blur distinct clauses. These frequent grammatical errors occur across simple and complex forms alike, occasionally causing difficulty for the reader in parsing the intended meaning.

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