Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The given pie charts illustrate the responses by foreign languages tutors in Britain to a survey investigating why their students are learning a foreign language, including the reasons for learning a foreign language and recent percentage change in the reasons.

Students intrested in learning foreign language for personal development and social contacts were equal, each at 7% which later increased mto 4% and 15% respectively, while only 3% students were willing to learn for foreign partner which rise to more 4% in the upcomimg times..The largest proportion of students were studying foreign language to travel other countries , at 33%.Bussiness or work ranks second highest reason for studying foreign language, at 26%.19% of learners were intrested to purchase overseas properties while only 5% were learning for general interest.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

You identify several key figures accurately: travel is the leading reason at 33%, followed by business/work at 26%, while general interest is lowest at 5%. You also compare some reasons with the second chart. However, the report is incomplete: it gives no clear overview of the main changes, omits the prominent 34% figure for buying property overseas, and misreports personal development as rising to 4% (the chart shows 4% reporting an increase, not a later share). The chart’s second set describes teachers’ reports of recent increases, not future changes. The response is also 30 words below the 150-word minimum, limiting its coverage. Add an overview and accurately explain what each chart measures.

Coherence and Cohesion: Band 4.0

The response has a basic sequence: it first mentions several reasons and then lists the leading categories, so some information is understandable. However, it is presented as one paragraph, with no distinct overview or clear separation between the two charts. The long opening sentence combines several comparisons, and the transition from the smaller categories to travel and business feels abrupt. The phrase “which later increased” also makes the relationship between the charts unclear. Organise the report into an introduction, an overview, and focused detail paragraphs, grouping the first chart’s reasons separately from the reported increases. Use clear links such as “By contrast” or “Regarding recent increases” to guide the reader.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “largest proportion,” “ranks second highest,” and “general interest,” which helps communicate the main categories. However, the range is limited and several word-choice or spelling problems reduce precision: “intrested,” “Bussiness,” and “upcomimg” are misspelled, while “purchase overseas properties” is less natural than “buying property overseas.” “Percentage change” is also imprecise because the second chart reports teachers’ views of recent increases, not measured percentage changes in student numbers. Aim for accurate chart language such as “the share of teachers reporting…” and “the most commonly cited reason.” Proofreading spelling and choosing precise collocations would make the report clearer and more appropriate for an academic summary.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine comparisons in a complex sentence, for example, “Students … were equal, each at 7% which later increased…,” and the basic meaning is often recoverable. However, sentence control is inconsistent. The opening sentence is long and overloaded, and the clause beginning “while only 3% students…” lacks an article before “students.” The phrase “which rise to more 4%” has an incorrect verb form and an unclear comparison; “at 33%.Bussiness” also needs punctuation and spacing between sentences. Most of the response relies on simple statements or loosely joined clauses, so the range is limited. Use shorter, controlled sentences for individual comparisons, and check articles, verb forms, and punctuation before submitting.

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