Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-11

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 first pie chart illustrates the proportion of teachers reporting for the primary reasons of learning foreign, while the second pie chart shows the change in reasons recently.

Overall, most of the teachers report that the primary reason for learning is to travel, whereas for foreign partner, it is the lowest. However, recently, many teacher believe that the core reason is for buying property overseas, while travel is viewed as an insignificant reason.

In the first pie chart, travelling was considered a signifcant reason for teaching new language, accounting for one third of the pie chart. After that business/ work followed with 26%, purchasing properties overseas amounted to 19%, general interest 5%, social contacts and personal development made up to 75 each and foreign partner had the lowest with 3%.

Furthermore, in second pie chart, teachers report that most of the individual are learning it for buying foreign properties, it amounted to 34%, business/work

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main contrast in the first chart: travel is the leading reason at 33%, while having a foreign partner is lowest at 3%. You also correctly report several other first-chart figures, including business/work at 26% and overseas property at 19%. However, the overview misreads the second chart: it shows teachers reporting recent increases, not the current “core reason,” and travel is only 3% rather than simply an insignificant reason. The report then stops after “business/work,” leaving most of the second chart unexplained, including the 34% for property, 15% for social contacts and no change, and the remaining categories. Some first-chart details are also inaccurate: “75 each” should be 7% each. The coverage is therefore limited and key information is missing or unclear. Explain both charts fully and distinguish current reasons from reported increases.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and paragraphs beginning “In the first pie chart” and “Furthermore, in second pie chart.” This gives the reader a basic route through the information, and the first-chart details are mostly grouped together. However, progression is weakened because the second-chart paragraph ends abruptly after “business/work,” with no comparison or concluding detail. Some linking is mechanical, particularly “After that” and “Furthermore,” and the overview’s contrast between the charts is not clearly expressed. Use a complete paragraph for each chart, order figures from largest to smallest, and use precise references such as “the second chart” and “this proportion” to make relationships clearer.

Lexical Resource: Band 5.5

You use some relevant chart-reporting vocabulary, including “proportion,” “accounting for,” “amounted to,” and “made up,” and the topic is generally understandable. However, several choices are inaccurate or unnatural for describing survey results: “primary reasons of learning foreign,” “teaching new language,” and “most of the individual are learning it” obscure the intended meaning. “Signifcant” is misspelled, and “75 each” appears to be an incorrect rendering of “7% each.” The repeated use of “reason” and “pie chart” also limits flexibility. Prefer precise phrases such as “the main reason for learning a foreign language,” “teachers reported,” and “accounted for,” and check spelling and percentage notation carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more developed sentence forms, including the overview contrast beginning “Overall” and the clause “whereas for foreign partner, it is the lowest.” Some sentences communicate the intended comparisons, but grammatical control is inconsistent. For example, “most of the individual are learning it” has a number-agreement problem, while “teachers reporting for the primary reasons” uses an unclear grammatical pattern. The final sentence is incomplete, ending with “business/work,” and the opening phrase “for foreign partner” lacks a clear article and grammatical connection. These errors sometimes make relationships difficult to follow. Build complete sentences around each comparison, check singular/plural agreement and articles, and use consistent past or present reporting forms.

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