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 pie chart illustrates by teachers of foreign languages that held in Britain. The survey about why the students are learning a foreign language.

Over all thre are two pie charts that reveal the reason for learning foreign language. The first chart shows the main reason for learning foreign language and second chart tells us about recent change in the reason.

First chart illustrates the percentage of teachers reporting the following as most commen reason for learning. As there is a big number of business or work with 26 percentage at the second buing property overseas is 19 percentage. Social contacts and personal devolpment reamains same with 7 persentage.Largest learning was in travel with 33 percentage. 5 percent in general interest and lastly lowest persentage was 3 percent of foreign partner.

The second chart shows the percentage of teachers reporting recent increase in people learning for the following reasons. The biggest change chart shows of travel that was first 33 percent and then gradually decrease with 3 percent. There is increase in buying properties from 19 percent to 34 percent. There is also increase in social contacts from 7 to 15 percetage.There is moderately change in personal development and foreign partner and 15 percent with no change

To sum up there is increase in second pie graph

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The response addresses the task only partially, presenting some key features of the charts while missing others or misinterpreting the data. For instance, the student writes, 'The biggest change chart shows of travel that was first 33 percent and then gradually decrease with 3 percent,' which misreads the second chart. The second chart actually shows the percentage of teachers reporting a recent increase for each category, not a chronological progression from the first chart. Although the main categories such as travel, business/work, and buying property overseas are mentioned, the ideas remain limited and under-developed. To reach a higher level, the response must accurately report and compare the data presented in the visual prompts without misinterpreting the relationship between the two charts, and it should provide a more thorough overview of the main trends.

Coherence and Cohesion: Band 5.0

There is some organisation with paragraph breaks and basic introductory and concluding remarks, but the response lacks clear overall progression. The transition between sentences and paragraphs is often abrupt and mechanical. For example, expressions like 'First chart illustrates,' 'As there is a big number,' and 'To sum up there is increase in second pie graph' fail to guide the reader smoothly through the data comparisons. Furthermore, referencing is not always clear, and cohesive devices are repetitive or inadequate. To improve, the writer needs to use a wider range of logical connectors and ensure that ideas flow naturally from one point to the next, creating a clear structure for reporting statistical information.

Lexical Resource: Band 5.0

The vocabulary used is limited and barely adequate for the task. The student relies heavily on basic terminology and simple repetitions of numbers and percentages, such as '33 percentage' and '19 percentage.' There are also noticeable spelling and word-choice errors, including 'commen' instead of 'common,' 'buing' instead of 'buying,' 'devolpment' instead of 'development,' 'reamains' instead of 'remains,' and 'persentage' instead of 'percentage.' These errors, alongside awkward phrasings like 'Largest learning was in travel,' cause some difficulty for the reader. To achieve a higher band, the writer must expand their lexical range with appropriate vocabulary for describing data trends and eliminate spelling inaccuracies.

Grammatical Range and Accuracy: Band 4.5

The grammatical range is very limited, consisting mostly of simple sentence forms and basic structures. Attempts at more complex sentences are frequently faulty, leading to frequent errors that impede communication. Examples of grammatical issues include missing subjects and auxiliary verbs in the opening sentences ('The pie chart illustrates by teachers... The survey about why...'), incorrect prepositions, and problems with subject-verb agreement or tense usage, such as 'reamains same' and 'moderately change in personal development.' Punctuation is also erratic, with missing full stops and run-on sentences. To improve, the writer needs to demonstrate better control over basic sentence construction, articles, verb forms, and grammatical patterns.

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