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 illustrates teachers reviews about why their students are learning foreign languages. First chart tells the main reason of learning and other shows that how much change has occurred in the following reasons.

Firstly, the common reason given by instructors, why people learn other language is travel. 33 percent of teachers think that travel is the main reason however, this reason has been changed a lot now, only three percent of them thinks that it is the primary reason. Moreover, other main reasons given by teachers are business and for buying property overseas, as other language makes man more trustworthy if they are in another country. Both of these reason were on almost same ratio with little difference before, 26 percent of tutors think that business was the reason other 19 percent think that to buy property people learn language by now these both have changed to 19 percent and 34 percent, respectively.

Secondly, the most reasons given by teachers are general interests, social contacts, personal development and foreign partnership they all are less than 10 percent before and now but, only reason for social contacts has reached at 15 percent.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The report identifies travel as the leading main reason and notes the rise in responses about buying property overseas and social contacts, so it includes some relevant comparisons. However, it does not give a clear, accurate overview of the second chart: the figures show teachers reporting a recent increase, not that the original reasons themselves “have changed” or are now primary reasons. The claim that travel “has been changed a lot” and is now the primary reason for only 3% misreads the chart; 3% reported an increase for travel. Several figures are omitted, including the 15% reporting no change, and the final paragraph gives only a broad summary. Describe what each chart measures and select the key figures accurately.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from an introduction to travel and other major reasons, then to the smaller categories. “Firstly” and “Secondly” help signal this progression, and the comparisons between the two charts are generally grouped together. However, the organisation is weakened by unclear links between the charts: phrases such as “this reason has been changed a lot now” do not explain that the second chart concerns teachers’ reports of recent increases. The final paragraph lists several categories without comparing their values, and the long second paragraph combines multiple points. Use separate, focused paragraphs for the overview and the main comparisons, and make references such as “this figure” or “the second chart” precise.

Lexical Resource: Band 5.0

The response uses enough topic vocabulary to communicate the general subject, including “foreign languages,” “travel,” “business,” and “buying property overseas.” It also attempts alternatives such as “instructors” and “tutors,” although these substitutions are not always natural in this context. Noticeable word-choice and collocation problems reduce precision: “teachers reviews” is unclear, “other language” is not idiomatic, and “changed a lot” inaccurately suggests a change in the reason itself. “Almost same ratio” is also an awkward way to describe percentages. Aim for standard chart-reporting phrases such as “the proportion of teachers,” “reported an increase,” and “accounted for,” and avoid adding unsupported explanations about trustworthiness.

Grammatical Range and Accuracy: Band 5.0

There are attempts to combine ideas in longer sentences, using contrast and cause, but control is inconsistent and many sentences contain errors. For example, “The pie charts illustrates” has subject–verb disagreement, while “how much change has occurred” uses an unsuitable structure for describing the chart. In “33 percent of teachers think … however, this reason has been changed,” punctuation and sentence boundaries are faulty, and “both of these reason were” has a plural-agreement error. The final sentence also joins contrasting ideas with “but” in a way that makes the relationship difficult to follow. Build accuracy with shorter comparison sentences, checking plural subjects and verb forms, and use full stops or semicolons to separate complete clauses.

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