Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-07

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 diagrams demonstrates the opinions of the instructors in Britain on students learning the foriegn language through questionairre. In the first chart, there are several reasons of getting familiar which includes travel which has a major impact with 33% . Another ground is business or work communication with 26%, purchasing assets in oversees is also the cause with good impact by 19%. Thirdly, personal development and social contacts also play a crucial role by 7%. Moreover general interest is also impetus with 5% and lastly being in foreign partnership makes you slightly comfortable in the tongue by 3%.

When, talking about the another illustration, it gives us a clear picture of teachers who have been reporting rise in acquiring speech with particular reasons which involves securing possession as a great source with 34%, furthermore, 19% of instructors think it is because of professions, 15% says the social interaction and they found no change. 6% have an opinion of general interest, 4% analysed personal development and oversees communication and finally 3% reported travel,

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report many of the figures accurately, including travel (33%), business/work (26%), overseas property (19%), and the leading recent increase for property (34%). However, the report does not give a clear overview of the main contrasts between the charts, and some data are misrepresented: the second chart’s 15% for “no change” is described as teachers saying social interaction had not changed, although social contacts and no change are separate categories. “Overseas communication” is also not a chart category; the 4% refers to foreign partner and personal development. The response mainly lists figures rather than summarising the key pattern. Add a concise overview and distinguish each category precisely to address the task more fully.

Coherence and Cohesion: Band 5.5

The response is divided into two paragraphs, broadly corresponding to the two charts, and sequencing words such as “Moreover,” “lastly,” and “furthermore” help signal that you are moving through the data. This gives the report some organisation. However, the progression is largely a list, and links between ideas are sometimes unclear. For example, “15% says the social interaction and they found no change” combines two separate figures and makes the relationship between them confusing. The opening also moves directly into details without an overview to guide the reader. Organise the report around the main comparisons, use clear references to each chart, and ensure linking phrases express the relationship between figures accurately.

Lexical Resource: Band 5.0

You attempt a range of vocabulary, including “major impact,” “crucial role,” and “clear picture,” but several choices are unnatural or imprecise for describing survey data. Phrases such as “reasons of getting familiar,” “purchasing assets in oversees,” and “being in foreign partnership makes you slightly comfortable in the tongue” make the information harder to understand. There are also spelling errors, including “foriegn” and “questionairre.” The vocabulary is sufficient to convey some categories and figures, but the frequent awkward collocations and inaccurate labels limit clarity. Prefer direct, standard chart-reporting language, such as “the main reason,” “buying property overseas,” and “teachers reported an increase.”

Grammatical Range and Accuracy: Band 5.0

You use some longer sentence forms, including clauses introduced by “which” and “who,” but control is uneven and many sentences contain grammatical errors. The opening has subject–verb disagreement in “The diagrams demonstrates,” while “which includes travel” also fails to agree with the plural “reasons.” In “15% says,” the verb should agree with the percentage as a singular figure, and the sentence that follows has unclear clause structure. Commas are also used awkwardly, as in “When, talking about the another illustration.” These errors sometimes make relationships between ideas difficult to follow. Practise accurate agreement, articles, and sentence boundaries, and build complex sentences only when their structure remains clear.

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