Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-06

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 charts illustrate the responses by teachers of others countries languages in britain to survey concerning. So the first char demostrate the main idea for learning a foreign language. Second bie chart consider the changes of many teachers felt from the last few years.

Overview they represent the significants of enhance in teacher reporting last few years and people learning for some main consequence.When we compare the both charts so they are skyrocket considered the buying property overseas which are essential. Business work are declined at terminate.

Lets commence from travel at 33% and at the initiate 3% which are almost diminish when compare to other reporting, Next is a business work which are 26% at end it will 19% overall 7% are decrease in field. foreing change and social contacts considerd leap.

Buying property overseas rise quickly then the others before at 19% recent year it was 34% and it is emphasize the chart. others proportion are unchange and reduce but the buying the property only surge.

Conclude that there is no changes in the graph but only one percentage was improve due to the last resent years which are necassery for the teachers reporting and people learning

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially. While the student attempts to describe the two pie charts showing teachers' responses regarding foreign language learning, the information presented is often confusing, inaccurate, or poorly interpreted. For instance, the data points and comparisons between the two charts are conflated and misread (such as claiming travel dropped to 3% when 3% represents foreign partners in the first chart, and 3% represents travel in the second). There is an attempt to highlight key features, such as buying property overseas rising to 34%, but the overall description lacks clarity. To move to a higher band, the student would need to accurately report the data from the visual prompts, avoid mixing up figures across the two distinct charts, and provide a clearer, more accurate overview of the main trends.

Coherence and Cohesion: Band 5.0

The text shows some organization with paragraph breaks, but there is no clear overall progression or logical structure. The flow of information is frequently disrupted by awkward transitions, such as starting paragraphs abruptly with phrases like 'Lets commence from travel' or 'Conclude that'. Cohesive devices are used inadequately and inaccurately, often resulting in sentences that do not connect logically to one another. For example, referencing is frequently unclear, making it difficult for the reader to follow which chart or data point is being discussed. To achieve a better band, the student must ensure a logical sequence of information, use appropriate and varied cohesive devices naturally, and structure paragraphs around clear thematic groups rather than jumping erratically between data points.

Lexical Resource: Band 4.5

The vocabulary used is limited and contains noticeable errors that cause difficulty for the reader and impede communication. There are frequent lexical and word-form errors throughout the text, such as 'others countries languages', 'demostrate', 'bie chart', 'significants', 'enhance', 'foreing', and 'resent years'. While the student attempts to use some task-related vocabulary, word choices and collocations are often inappropriate, like 'skyrocket considered' or 'Business work are declined at terminate'. To improve lexical resource, the student needs to expand their vocabulary range, learn the correct word forms and parts of speech, and pay close attention to standard spelling and precise word choice when describing statistical data.

Grammatical Range and Accuracy: Band 4.5

The response demonstrates a very limited range of sentence structures, relying heavily on simple or poorly constructed attempts at complex sentences. There are frequent grammatical errors throughout the text, including issues with subject-verb agreement ('Business work are declined'), articles ('at the initiate', 'in field'), prepositions, and non-standard verb forms ('which are almost diminish', 'others proportion are unchange'). Punctuation and sentence boundaries are also weak, with run-on phrasing and fragmented thoughts. These frequent errors cause significant difficulty and strain for the reader. To move up, the student must focus on foundational grammatical accuracy, proper verb tense usage, correct singular and plural agreements, and constructing complete, grammatically sound sentences.

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

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