Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie charts illustrates the feedback by the teachers of abroad languages in birtain to a survey caring why their students are learning a foreign language. Overall, Business or work and travel are the most common reasons to learn foreign language, while the personal development and social development and others are less important to learn language.

Travel are more popular reason for learning foreign language by 33%, while the Business or work are second most popular by 26%. Buying property overseas are also important to learning by 19%. In contrast, personal development, social contacts are lowest important by same percemntage at 7. Meanwhile, general intrest and foreign partner were 5% and 3% res[ectively.

Furthermore, reporting has recently increased and some changes were seen, like travel which is most common in past, now it is fall into 3% only. business or work fall at 19%, buying property overseaes are increased by 34%, general intrest rose slightly ny 6%, social contacts are incresed doubled by pervious at 15%, while personal development and foreign partner are decreased by 4% and 3% respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover both charts and identify the main pattern in the first: travel (33%) and business/work (26%) lead, while foreign partner (3%) and general interest (5%) are among the smallest categories. You also report several figures from the second chart accurately, including buying property overseas at 34% and social contacts at 15%. However, the overview is incomplete: the second chart is not simply a set of increases or decreases, but reports teachers’ views about recent changes, including 15% saying there was no change. The claim that travel was “most common in past” is unsupported, and describing categories as decreased confuses the two charts’ different measures. Clarify what each chart represents and compare the key findings more precisely.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction and overview are followed by a paragraph on the first chart and one on the second. This gives the reader a generally coherent route through the information. Linking expressions such as “Overall,” “In contrast,” and “Furthermore” help signal relationships, although some are used mechanically or do not express the relationship accurately. For example, “Furthermore” introduces a different chart, while “while” in the final paragraph joins several comparisons without a clear hierarchy. Group the most important figures and use clearer references to distinguish the first chart’s reasons from the second chart’s reports of change. This would make the progression easier to follow.

Lexical Resource: Band 5.0

You use relevant chart-reporting vocabulary, including “most common,” “increased,” “decreased,” and “respectively,” and the reader can generally understand the categories being compared. However, the range and control are limited by repeated wording such as “important” and “popular,” and several inaccurate or misspelled expressions distract from the data. Examples include “abroad languages,” “percemntage,” “intrest,” and “overseaes.” Some collocations are also unnatural, such as “lowest important” and “increased doubled by pervious.” Choose precise terms for proportions and trends, and check spelling carefully. More accurate phrasing would help you describe the chart without relying on repeated general adjectives.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, including comparisons joined with “while,” and the overall meaning is usually recoverable. However, errors in agreement, articles, and verb forms occur across the response. For instance, “The pie charts illustrates” should use a plural verb, and “Travel are more popular reason” needs a singular subject–verb pattern and an article. In the final paragraph, “it is fall into 3%” combines incompatible verb forms; use a clear past-tense construction such as “it fell to 3%.” Some sentences also become difficult to control when several comparisons are joined together. Build shorter, accurate sentences first, then add complex structures where the relationships are clear.

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