Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-08

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 pie charts shows before and afterward reasons for learning a foreign language by having surveys from their students.

Overall, 34% buying property overseas and 26% buying property overseas are the most comon reason for learning a foreign language for students. Wheareas, 33% travel reason was involed for learning language, so the students can go abroad. The first survey explains that other reasons which are personal development, social contacts, general interest and foreign partner are less common reasons for learning.

In the second survey, 15 % in social contacts become the second reason for choosing the foreign language for learning.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the broad topic and includes a few figures, but it does not adequately report the information in the charts. The overview is inaccurate: 34% refers to teachers reporting a recent increase for buying property overseas, not the most common reason overall; the leading first-chart reasons are travel (33%) and business/work (26%). The statement that 26% chose buying property overseas also misreads the chart, where that figure is 19%. Most categories and the second chart’s key comparisons are omitted, and the report does not explain what the second chart measures. The response is also 50 words below the required minimum. To improve, give an accurate overview, compare the main categories in both charts, and support it with correctly attributed figures.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the report: an opening sentence is followed by an overview and then a comment on the second chart. However, the progression is difficult to follow because the overview combines figures from different charts and the relationship between them is not made clear. The phrase “Whereas” introduces no contrasting clause, while “so the students can go abroad” adds an unsupported explanation rather than developing the chart description. The final sentence gives one isolated figure without linking it to the other results. Use separate paragraphs for the overview and key details, and organise comparisons by chart or reason. Simple links such as “By contrast” and “Meanwhile” can help when they accurately express the relationship.

Lexical Resource: Band 5.0

The response uses some relevant topic vocabulary, including “foreign language,” “travel,” “business/work,” and “social contacts,” so the reader can recognise the subject. However, the range is limited and several choices or forms are inaccurate or awkward, such as “by having surveys from their students,” “most comon reason,” and “become the second reason.” “Involved for learning language” is also an unclear collocation. These issues make parts of the report difficult to interpret, especially when describing what the percentages represent. Aim for precise chart-reporting language, such as “teachers reported,” “accounted for,” and “the proportion reporting an increase.” Check spelling and use natural noun phrases when comparing categories.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few different sentence forms, including an opening sentence and a sentence beginning “Whereas,” but control is inconsistent. The opening has subject–verb disagreement in “The pie charts shows,” and “by having surveys from their students” does not form a clear grammatical relationship. The “Whereas” clause is left without a complete contrasting main clause. There are also problems with articles and sentence construction in “for learning language” and “the second reason for choosing the foreign language for learning.” These errors sometimes obscure the intended meaning. Practise writing complete, direct sentences with a clear subject and verb, for example, “The charts show…” and “Travel was the most frequently reported reason in the first chart.”

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