Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-12

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)

In the below pie chart, we can observe that the

responses by teachers of foreign languages in Britain to a survey concerning why their students are learning a foreign language.

At the very beginning we may see the most highest reason which was 33% was for traveling purposes. After that comes work and business which was 26% making a difference about 7% between the traveling and business purpose.After that comes buying properties which is 19% making a difference of 14% between the highest percentage which is traveling. Then comes the 7% ratio which is for both personal development and social contacts.The lowest percentage goes for 5% which is general interest.

The second chart shows how many teachers felt that there has been a recent change in the reason.

The highest percentage of all is 34% which is buying properties overseas. After that comes

19% which is business and work purposes.Then comes up 15% with both no change and fot social contacts. Now decreasing to a low percentage which is 6% for general interest. Decreasing by 2% comes up personal development and foreign partnerwhich is only 4%. And the lowest of all is 3% which is traveling purpose.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several key figures accurately: travel is the leading main reason at 33%, followed by business/work at 26%, while buying property overseas is the largest category in the second chart at 34%. However, the report does not clearly explain what the second chart measures: it shows teachers’ reports of recent increases by reason, alongside a 15% “no change” response, rather than simply another ranking of reasons. The opening also repeats the task context instead of giving a clear overview of the main contrast between the charts. Some figures are omitted, including the 3% foreign-partner figure in the first chart, and the comparison that travel is only 3% in the second chart could be made more meaningful. Develop an accurate overview and explain the charts’ different purposes.

Coherence and Cohesion: Band 4.5

The response has a basic sequence: it discusses the first chart and then introduces the second, so readers can generally follow which set of figures is being described. Phrases such as “After that” and “Then comes” also signal ordering. However, the progression is largely a list from highest to lowest, with repeated transitions making the writing mechanical rather than showing meaningful comparisons. The opening is a separate paragraph but does not establish an overview, and the second chart’s figures are not clearly grouped or contrasted with the first chart. Some sentences run together, such as the statement ending “business purpose.After that,” which also weakens the flow. Use a concise overview, organise each chart in a focused paragraph, and vary linking language to show relationships.

Lexical Resource: Band 5.0

You use enough topic vocabulary to identify the categories, including “business and work,” “personal development,” “social contacts,” and “general interest.” The repeated percentage language also makes the basic comparisons understandable. However, the range is limited and several expressions are awkward or imprecise for a formal report: “the most highest reason,” “comes up,” and “making a difference about 7%” do not sound natural. “Traveling purposes” and “buying properties” are less precise than the chart labels, and “ratio” is not the best term for a percentage share. Spelling and spacing errors such as “fot” and “partnerwhich” also reduce control. Aim for concise reporting verbs and accurate category labels rather than conversational phrasing.

Grammatical Range and Accuracy: Band 5.0

The response mainly uses simple present-tense statements and short clauses, with some attempts to connect ideas using “which” and “after that.” This is enough to communicate many of the figures, but the range of sentence structures is limited, and errors recur. For example, “the responses … to a survey concerning why their students are learning” is an incomplete opening construction, while “the most highest reason which was 33% was for traveling purposes” has an awkward, poorly controlled clause structure. Missing spaces after full stops and the run-on sequence “purpose.After that” also affect punctuation. Practise complete overview sentences and straightforward comparison structures, such as “Travel was the most common reason, at 33%, compared with 26% for work.”

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