Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

These two charts illustrates the reasons of why students learning foreign language as the information of charts first chart shows main reason and second chart represent change in reason of learning foreign language.

The big diference charts represent is the travel reason in the first chart travel has 33 percernt but in second chart decreasing by 30 percent it is a big diference and 2nd big reason is buying property overseas its almost increase 15 percent in second chart the most common reason in both chart is business/work as the report of second chart its decreasing 7 percent .

The common reasons in charts is geenral interest is only increase 1 percent as represent of second chart and second chart shows the 15 percent reason has no change and personal development is decrease 3 percent as the report of first and second chart.

if we can focus almost all reason are same but the percentage of reasons had been changed and their is only 15 percent reason is had been not changed as the report of second chart.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant features, including travel as the leading reason in the first chart and buying property overseas as the largest reported increase in the second. However, the comparison contains important inaccuracies: travel is 33% in the first chart and only 3% in the second, so it is not a 30% decrease in the same measure; the charts show different questions. Business/work is 26% in the first chart and 19% in the second, but the second figure represents teachers reporting an increase, not a decrease. The overview that “almost all reason are same” is unclear, and key features such as the 34% for property and the 15% reporting no change need clearer explanation. More accurate interpretation and a concise overview would strengthen the report.

Coherence and Cohesion: Band 4.5

The response has paragraph breaks and attempts to group comparisons, using phrases such as “The big difference” and “if we can focus” to guide the reader. However, the progression is difficult to follow because the two charts’ different measures are repeatedly treated as directly comparable changes. The opening mainly restates the task, while the final paragraph repeats the idea that percentages changed without clarifying the chart’s categories. Linking phrases such as “as the report of second chart” are awkward and do not clearly show how one point relates to another. Organise the report into an overview followed by focused comparisons, and use precise references such as “the second chart shows teachers reporting a recent increase.”

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “business/work,” “buying property overseas,” “personal development,” and “no change,” so the reader can recognise the chart categories. However, the range is limited and several expressions are inaccurate or repetitive, such as “the big difference charts represent” and “the common reasons in charts.” Spelling errors including “diference,” “percernt,” and “geenral” also make the writing less clear. Choose standard chart-reporting language and use it consistently: for example, describe a figure as a “share” or “proportion,” and say that teachers “reported an increase” rather than that a reason itself increased. This would make the comparisons more precise and natural.

Grammatical Range and Accuracy: Band 4.5

The response attempts longer sentences and comparisons, but sentence structures are often faulty, which sometimes makes the intended meaning difficult to follow. For example, “These two charts illustrates” has subject–verb disagreement, while “the reasons of why students learning” is missing a suitable verb form and uses an incorrect construction. In “travel has 33 percernt but in second chart decreasing by 30 percent,” the second clause lacks a clear subject and finite verb. Articles and plurals are also inconsistent, as in “first chart” and “all reason.” Use complete sentences with a clear subject and verb, and check agreement, articles, and verb forms. Shorter, accurate comparisons would help before attempting more complex structures.

See this exact question answered at other band scores. The same prompt compared across bands.

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