Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-10

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 5.5)

The pie charts illustrate the responses by teachers of foreign languages in Britain why their students are learning a foreign language while first chart shows main reasons and second chart shows teacher felt about recent change in the reason.

Overall , it is edvident that travel has the lagest proportion reason for learning new language whereas foreign partner has the most smallest proportion reason.Buying property overseas was the largest reason for the increase in people for learning new language.

The reason for learning new language is travel account for 33% followed by buisness / work st 26%. Foreign partner is stood at 3% smallest percentage among all reasons. Personal development and social contacts have same level of percentage accounted for 7%

Buying property overseas is the largest reason to increase in people learning ne language at 34% whereas business and work have the seconf largest percentage at 19%.Travel is the smallest reason of increase at 3% . Foreign development and foreign partner have similar percentage accounted for 4%

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main patterns accurately: travel is the leading reported reason for learning (33%), foreign partners the least common (3%), and buying property overseas the largest reported reason for a recent increase (34%). You also include several relevant comparisons, such as business/work at 26% in the first chart and 19% in the second. However, coverage is uneven: the second chart includes “no change” at 15%, which is omitted, and the final comparison incorrectly groups “foreign development” with foreign partners; the chart shows personal development at 4% and foreign partners at 4%. Some descriptions, such as calling the figures “reasons to increase,” are also unclear about what the chart measures. A more complete overview and precise treatment of both charts would strengthen the report.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs describing the two charts. This helps the reader follow the broad comparison, and expressions such as “followed by” and “whereas” show attempts to connect information. However, progression within the detail paragraphs is limited, and several links are awkward or run together, as in “Travel is the smallest reason of increase at 3% . Foreign development…” The overview repeats information from the body rather than establishing a clear summary of the two charts’ contrasting patterns. Use clearer grouping and consistent transitions, and check spacing and punctuation around sentence boundaries. These changes would make the organisation more coherent and reduce the impression of a list of figures.

Lexical Resource: Band 5.0

You use some relevant chart-reporting vocabulary, including “proportion,” “percentage,” “accounted for,” and “largest.” This gives you a basic range for describing comparisons. However, word choice and spelling errors are noticeable and sometimes make the meaning less clear: “lagest,” “buisness,” “seconf,” and “ne language” appear in the response, while “most smallest” is an inaccurate expression. Phrases such as “reason to increase in people learning” are also not natural for describing the chart. Aim for accurate collocations such as “the most commonly reported reason” and “teachers reporting an increase,” and proofread spelling carefully. More precise vocabulary would help distinguish the main reason for learning from a reported recent increase.

Grammatical Range and Accuracy: Band 5.0

The report attempts both simple and more developed sentence forms, including comparisons with “whereas” and a sequence using “followed by.” However, grammatical control is inconsistent. For example, “The reason for learning new language is travel account for 33%” combines incompatible sentence structures; it could be revised to “Travel accounts for 33%.” The introduction also lacks a clear grammatical link in “responses … why their students are learning,” and “Foreign partner is stood at 3%” uses an incorrect verb construction. Articles and sentence punctuation are also inconsistent, as in “new language” and the run-together “19%.Travel.” Focus on complete clauses, correct subject–verb agreement, and accurate article use, then proofread sentence boundaries.

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