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)

The pie charts illustrate proportion of responses by teachers of foreign languages in Britain to a survey concerning the reasons of students who are learning foreign language.

Overall, it is clear that majority of the students learn forign language in order to travel and lowest amount of student learn it in order to communicate with their foreing partner.

Now in most of the cases foreign languge is learnt by individuals for various purposes. Among them about more than one third of total proportion learn it because they intend to travel the number is almost 33% and the second most popular reason to learn a foreign language is for business/work which is almost around over a quater at only 26%. Besides many individuals learn a foreign language because they want to buy property overseas which ranges around just short of quarter approximately at 19%.Together these three covers 78% of the total share.

Now, about 7% of individuals learns a overseas langugage for using it to have social contact and another 7% of total learnier learn it for their personal development. About 5% people learn it for their general interest and only 3% people learn it in order to communicate with their partner

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the leading reason correctly: travel, at 33%, followed by business/work at 26%, and it also reports the smaller categories. However, it describes only the first chart and omits the second chart entirely, including the key finding that buying property overseas was the reason most often associated with a recent increase (34%). The overview also says the lowest figure is learning to communicate with a foreign partner, but this is not a stated purpose in the chart; the label is simply “foreign partner.” Some figures are reported, but the task is addressed only partially and the main comparison across both charts is missing. To improve, summarise the second chart and compare its standout figures with the first.

Coherence and Cohesion: Band 5.0

There is some organisation: an opening identifies the charts, an overview follows, and the remaining paragraphs group the larger and smaller reasons. Linking expressions such as “Overall,” “Among them,” and “Besides” help signal relationships. However, the report has no clear progression through both charts because the second chart is not discussed, and the repeated “Now” openings make the sequence feel mechanical. The final paragraph lists figures without connecting them to a broader comparison. Use a clear structure—introduction, overview of both charts, then one paragraph for each chart—and use references such as “By contrast” or “In the second chart” to guide the reader.

Lexical Resource: Band 5.5

The response uses a reasonable range of task-related vocabulary, including “proportion,” “popular reason,” “business/work,” and “personal development,” and the intended meaning is generally understandable. However, spelling errors are frequent, for example “forign,” “foreing,” “languge,” “langugage,” and “learnier.” Some expressions are also imprecise or awkward, such as “the reasons of students” and “the total proportion.” Repeated use of “learn” and “individuals” limits variety, while phrases such as “about more than one third” combine incompatible approximations. Aim for accurate chart-reporting collocations, such as “accounted for” and “the proportion of teachers,” and proofread spelling carefully.

Grammatical Range and Accuracy: Band 5.5

The response attempts both simple and more extended sentence forms, including “Among them … learn it because they intend to travel” and “Besides many individuals learn … because they want to buy property overseas.” The main ideas remain understandable, but errors in articles, agreement, and sentence construction recur. For example, “illustrate proportion” needs an article, “majority of the students learn” is missing an article before “majority,” and “Together these three covers” has a subject–verb agreement error. The sentence beginning “Now, about 7%…” also shifts awkwardly between singular and plural forms. Practise accurate article use and agreement, and punctuate sentence boundaries consistently; these corrections would make the report easier to read.

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