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 chart illustrates the report concerning the reasons behind learning foreign languages in Britain and how the reasons changed with years.

Overall it illustrates the informations that foreign languages are learned for various purposes especially for travelling but in recent years it has been observed that it has grown rapidly because of interest in buying of properties across border.

In the first chart, it illustrates the principal reason for learning a foreign languages was travelling and, then business, then travel, then buying property ,personal development ,social contacts so on .

In the second chart it illustrates it has been noticed the reason has shifted to buying properties, then comes business, then social contacts and so on.

In conclusion, students are leaning foreign languages for many reasons and reasons has also been changed over time. Earlier it used to be because of travel and the reason is because of buying properties.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, sitting at this level because the data presentation is heavily generalised and lacks specific numerical detail from the charts. While the writer identifies the main categories such as travel and buying property, the descriptions are repetitive and vague, as seen when listing parts of the first chart: 'then travel, then buying property ,personal development ,social contacts so on'. Furthermore, the second chart is described inadequately without clearly distinguishing between the previous reasons and the recent increases. The overview is overly simplistic, and key features like percentages are omitted entirely. To move to a higher level, the student must select key data points, provide precise figures to support comparisons, and develop a clearer overview of the main trends shown in both charts.

Coherence and Cohesion: Band 5.5

The response shows some organisation with basic introductory and concluding remarks, but it lacks clear overall progression. Paragraphing is attempted, with separate paragraphs for the introduction, overview, and body details, but the body paragraphs are disjointed and rely on repetitive listing structures like 'then comes business, then social contacts and so on'. Cohesive devices are minimal and sometimes inaccurate, such as repetitive transitions ('In the first chart', 'In the second chart') and vague referencing ('it illustrates the informations'). To achieve a higher band, the writer needs to ensure logical sequencing between sentences and paragraphs, using a wider variety of cohesive devices more naturally to guide the reader through the comparisons and trends without mechanical repetition.

Lexical Resource: Band 5.0

The lexical range is limited and minimally adequate for the task. The student uses basic vocabulary such as 'learning foreign languages', 'reasons', and 'travelling'. There are noticeable lexical errors and awkward word formations, including non-standard phrasing like 'the informations', 'buying of properties', and 'across border' instead of 'across borders'. Spelling and word choice errors, such as 'leaning' instead of 'learning', appear throughout the text. To improve to the next band, the student should incorporate a wider variety of less common vocabulary and precise synonyms related to statistical reporting, data trends, and language learning, while improving control over word formation and collocations.

Grammatical Range and Accuracy: Band 5.0

The response relies on a very limited range of sentence structures, mostly simple or basic complex sentences that are often faulty. There are frequent grammatical errors, such as subject-verb agreement issues ('reasons has also been changed') and missing articles ('was travelling and, then business, then travel'). Punctuation is also erratic, with unnecessary spaces before commas and periods. Attempts at complex clauses result in awkward or ungrammatical phrasing, such as 'how the reasons changed with years' and 'the reason is because of buying properties'. To reach a higher level, the writer must demonstrate greater control over a mix of complex structures, ensure accurate verb tenses and prepositions, and eliminate frequent basic errors that disrupt the flow of reading.

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