Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-09

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)

As teachers spend most of the experience with studdents learning foreign languages, they are most likely to be correct. However they may have differebnt reasons of thier own but we will cover the main ones. Here is the break down of what and how many reasons teachers consider.

Main reasons of the teachers according to thier percentages:

Majority of the teachers believe that the students learning foriegn language in Britian are most likely to travel around the world. As the percentage of teachers believing this is 33%. Secondly they consider doing business or work anywhere in the world is aslo and important reason for individuals to learn foriegn languages as they may have to expand their business or apply for several oppportunities across diffrerent countries. Teachers considering this for reason are about 26%. Third most believed reason is to buy property across different countires and to spend thier wealth in that specific country where they are getting good returns at that moment. The percentage of these is 19% so far. After these there are minimal considerations, that 7 percent of teachers think students may learn foriegn languages beacuse of thier enough interest in personal development. Quite simillarly 7% think they might be learning different languages for social contacts. At end 5% of them believe it's because of just general interest and 3% say, it's because they have or want to find foriegn partners.

Percentages of teacher's reason for recent increase:

As of while ago majority of the teachers which are 34% think students learn this fo buying property overseas. While 19% of them beleive that it is beacuse of the business or work purposes and 15% of Britian teachers believe that the change is due to social contacts. On the other hand 4% of them think the personal development as the main reason and 4% consider it for foriegn partner. Finally 15% of teacher still consider that there no change at all.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report several key figures accurately, including travel at 33%, business/work at 26%, and buying property overseas at 19% as the main reasons, and you identify property purchases as the leading reason associated with a recent increase (34%). However, the report does not clearly summarise the overall contrast between the charts, and it omits the 3% figure for travel in the recent-increase chart. More importantly, you sometimes change what the figures mean: the first chart records teachers’ views of the most common reason, not students’ actual plans to travel, expand businesses, or invest for good returns. The second chart is also described as reasons for an increase without clarifying that it reports teachers’ views of recent change. Focus on reporting the survey results neutrally and accurately.

Coherence and Cohesion: Band 5.5

The response has a recognisable sequence: it introduces the topic, discusses the first chart, and then moves to the second. Grouping the figures by chart helps the reader follow the basic organisation. However, the opening comments about teachers being “most likely to be correct” are not relevant to describing the data, and headings such as “Main reasons of the teachers” do not establish a clear overview. Within paragraphs, repeated transitions such as “Secondly,” “Third,” “After these,” and “Finally” make the report read like a list, while some references—such as “these” and “this”—are not fully clear. A concise overview followed by logically grouped comparisons would create stronger progression and more effective cohesion.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “percentage,” “business or work,” “social contacts,” and “recent increase,” so the reader can identify the broad subject of the charts. However, the range is limited and several expressions are imprecise or conversational for an academic report. For example, “spend their wealth,” “good returns,” and “travel around the world” add interpretations that the charts do not provide, while “minimal considerations” is an awkward way to describe smaller proportions. Spelling errors such as “studdents,” “Britian,” “diffrerent,” and “oppportunities” are also noticeable. Use precise reporting language and check spelling; this would make the account clearer and more appropriate to the task.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and subordinate clauses, for example, “as they may have to expand their business or apply for several opportunities,” but control is inconsistent. Several sentences have faulty or incomplete structures, including “As the percentage of teachers believing this is 33%” and “While 19% of them believe…,” which are dependent clauses presented without a complete main clause. There are also problems with articles, agreement, and sentence construction in phrases such as “that there no change at all” and “the personal development as the main reason.” These errors sometimes make relationships between ideas harder to follow. Practise writing complete, direct sentences and check that each clause has a clear subject and verb.

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