Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The pie chart illustrates the proportion of responses by their guiders of foreign languages in the Britian survey asking why students are learning a abroad languages . It begans with the main reason for learning a language and after it they shows how much teachers absorve the recent change in the reason.

Overall, in the second piechart most of thr part surrounding travel while foreign pattern is the least . Moreover, in second diagram most of the part are buying property overseas and least are the only for travel .

Initially, it shows the main reasons why the most people learning a language 33percent of people learn only for the travel while 19percent are learning for buying property overseas . Moreover, 26 percent are the individuals who learning for business or work . Furthermore, 5percent for general interest and social contacts and personal development are 7 percent .

In second diagram, it shows for learning the interests with time for property it increasing to 15 percent and 19 for business or work. After it, 4percent of foreign and personal development and 3 percent for travel . Furthermore, 6percent for general interest.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two charts and include several figures from the first chart, including travel at 33%, business/work at 26%, and property at 19%. However, the overview is unclear and contains important misreadings: travel is the largest reason in the first chart, not the largest part of the second, where buying property overseas leads at 34%. You also describe property as increasing to 15%, although 34% of teachers reported a recent increase for this reason; 15% represents no change and social contacts. The second chart is therefore only partly reported, and some comparisons are inaccurate. To improve, give a clear overview of the main contrasts, then accurately distinguish the categories and figures in each chart.

Coherence and Cohesion: Band 5.0

The response has a recognisable structure, with an introduction, an overview, and separate paragraphs for the two charts. This gives the reader some sense of how the report is organised. However, progression is weakened by unclear or repetitive linking, such as “Moreover” and “Furthermore,” and by references like “the second piechart” and “it” that do not always make the intended information clear. The overview also mixes up the charts, which disrupts the logical comparison. Grouping the largest and smallest categories in each chart, and using clear transitions such as “By contrast” or “In the second chart,” would make the information easier to follow.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “proportion,” “main reasons,” and “buying property overseas,” so the topic is generally recognisable. However, the range is limited and several inaccurate or awkward expressions strain clarity: “guiders” for teachers, “a abroad languages,” “most of thr part surrounding travel,” and “the interests with time for property.” Spelling errors such as “Britian,” “begans,” and “absorve” also reduce precision. Aim for standard report phrases and accurate collocations, for example, “teachers surveyed,” “the largest proportion,” and “teachers reported a recent increase.” Check spelling and avoid trying to use phrases whose meaning is uncertain.

Grammatical Range and Accuracy: Band 4.5

There are attempts to form longer sentences and to organise information with clauses, but grammatical control is weak and errors frequently make the meaning difficult to interpret. Examples include “It begans with the main reason … and after it they shows,” where verb forms and agreement are faulty, and “26 percent are the individuals who learning,” which lacks a correctly formed verb phrase. Articles and sentence construction are also problematic in “why the most people learning a language.” Most statements rely on simple patterns, with little accurate variety. Practise reliable structures such as “Travel was the most common reason, at 33%” and “A further 19% of teachers reported…,” checking subject–verb agreement, tense, and complete clauses.

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