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)

The pie charts shows the percentage breakdown of the responses by teachers of foreign languages is Britian to a survey concerning why their students are learning a foreign language. As the first chart illusturates the main reason for learning ratios of foreign language. while on the other hand, second chart shows how many teachers felt that there has been a recent change in the reason. Overall, the biggest slice is 33%, which is hold by tarvel whereas least 3% by foreign partner. The remaing categories were more evenly balanced. In figures,common reasonsrepresented 7% personal development and social contacts, 5% general intrest, and 19% buying property overseas accounted for roughly. By adding more, the other pie chart showing the highest slice of ratio 34% buying property overseas, also the other one of the given reason with smallest part in circle is 4% of foreign partner and personal development. Togather, the reason which is find in the survey of teachers mostly who want to travel and for the sake of thier bussiness. and very smallest part of those who want to do their personal development or may be those have partner from other country.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the charts’ general subject and report several key figures accurately, including travel at 33%, buying property overseas at 19% in the first chart and 34% in the second, and the 3% figure for foreign partners. However, the report only partially describes the information: it does not explain what the second chart measures, and it omits important comparisons such as business/work at 26% as a main reason and 19% as a reason for recent increase. The overview is also unclear: “the other pie chart showing the highest slice” does not summarise the overall contrast between the charts. The final claim about teachers’ own reasons is not supported; the figures concern students’ reasons as reported by teachers. A clearer overview and more accurate coverage of both charts would strengthen the response.

Coherence and Cohesion: Band 4.0

There is an attempt to organise the report into an introduction, an overview and detail paragraphs, and expressions such as “Overall” and “In figures” signal a move between points. However, the progression is difficult to follow because the details are not grouped clearly by chart, and the final paragraph repeats earlier points rather than adding a coherent comparison. Some linking phrases are awkward or misleading, including “By adding more” and “Together,” while “while on the other hand” combines two contrast markers. Several sentences are fragments or have unclear connections, so readers must work to understand how the figures relate. Organise one paragraph around the first chart and another around the second, then use a concise overview to connect their main patterns.

Lexical Resource: Band 5.0

The response uses some relevant chart vocabulary, including “percentage breakdown,” “biggest slice,” “categories,” and “accounted for,” showing an attempt to describe proportions. However, the range is limited and several word choices or collocations make the meaning unclear: “the highest slice of ratio,” “the reason which is find in the survey,” and “the sake of their business” are not natural ways to report these data. Spelling errors such as “Britian,” “illusturates,” “tarvel,” “intrest,” and “Togather” are noticeable and reduce precision. Use standard terms such as “share,” “proportion,” and “reported reason,” and check spelling carefully. More precise vocabulary would help distinguish the students’ reasons from teachers’ survey responses.

Grammatical Range and Accuracy: Band 4.5

You attempt some longer structures, for example, “The pie charts shows…” and “As the first chart illustrates… while on the other hand…,” but control is weak and many sentences contain errors that make the relationships between ideas difficult to follow. Subject–verb agreement is incorrect in “charts shows,” and the opening sentence has an incomplete or confused structure around “responses by teachers … is Britain.” Other examples include the fragment beginning “As the first chart…,” missing or misplaced articles in “the least 3%,” and the unclear construction “the reason which is find.” Punctuation and sentence boundaries are also inconsistent. Build accurate simple sentences first, then add controlled comparisons using forms such as “whereas” and “compared with.”

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