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 pie charts shows the proportion of teachers to conduct a survey why their students start learning international language. The first pie chart shows the main concern for studying international language while the second pie chart shows the ratio of teachers which they felt some changes.

Overall the pie charts shows personal concerns of the students why they are learning foreign language and their proportion and the rise in people learning for their concerns.

In terms of reasons we have common reasons students are showing in preparation for foreign language. The highest reason for learning language is travel while the lowest is foreign partner. 33% of students are leraning foreign langauge because of travel, 26% of them are learning due to business/work, 19% are learning for buying properties, while the general interest, social contacts, personal development, foreign partner are ( 5%, 7%,7% and 3% respectively).

However in the term of chnages there are 15% of the people have no change,3% have change due to travel, 19 for business and others are as follow.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the charts’ general subject and accurately report several figures from the first chart, including travel at 33%, business/work at 26%, and foreign partners at 3%. However, the report only partially covers the task: the second chart is not adequately described, and “others are as follow” leaves most of its information unreported. The overview is also unclear and does not highlight the key contrast: travel is the leading main reason, while buying property overseas is the most frequently reported reason for a recent increase. Be careful to distinguish teachers’ responses from students’ proportions; the figures represent teachers reporting reasons, not percentages of students. A clearer overview and fuller, accurate comparison of both charts would strengthen the response.

Coherence and Cohesion: Band 5.0

The response has separate introductory, overview, and detail paragraphs, and the first-chart figures are presented in a generally understandable sequence. However, progression is limited: the overview repeats the idea that the charts show reasons and proportions without summarising the main findings, and the final paragraph stops after “others are as follow,” so the second chart’s account feels unfinished. Linking words such as “Overall,” “In terms of,” and “However” provide some structure, but “However” does not establish a clear contrast, and the transition between the charts is abrupt. Organise the details into a complete paragraph for each chart, use comparisons to guide the reader, and ensure each paragraph develops a clear point.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “proportion,” “main concern,” “travel,” and “business/work,” so the topic is usually recognisable. However, the range is limited and several expressions are imprecise or unnatural, such as “personal concerns of the students,” “common reasons students are showing,” and “the ratio of teachers which they felt some changes.” These choices make it harder to understand exactly what the charts measure. There are also spelling errors, including “leraning,” “langauge,” and “chnages.” Use precise chart-reporting language—for example, “teachers reported,” “the most common reason,” and “a recent increase”—and check spelling carefully. This would make the description clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 4.5

The response communicates some basic information through simple sentences and attempts longer structures, particularly in the list of reasons. However, grammatical control is weak: the opening says “The pie charts shows,” and “the second pie chart shows the ratio of teachers which they felt” has faulty agreement and sentence construction. Other examples include “why their students start learning” and “there are 15% of the people have no change,” where clause structure and verb forms are not controlled. The final list also lacks a complete sentence after “others are as follow.” Aim for accurate, direct patterns such as “The charts show…” and “Fifteen per cent of teachers reported no change.” Build longer sentences only when you can maintain clear clause structure and punctuation.

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