Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-13

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 the feedbacks received by the teachers of non native languages in England to a survey focusing a solid reason, why their students are interested to learn foreign language. The first chart demonstrates the primary reason for learning a non native language. While the second one highlights the number of tutors felt that there has a recent change in the reason.

Overall, in the first chart the main reason which is reported by teachers is to travel there while, in the second chart the main reason is to buy property overseas,

In the first chart, teachers reported that 33% of students are learning foreign language for travelling. While 19% are studying to purchase property overseas and rest of them want to study non native language to make social contacts with 7%, similar ratio of students desire to learn it for personal development, and only 3% are interested to get a overseas partner.

However, in the second chart the tutors reporting 19% for business work, 15% for social contacts, recent increase in poeple studying, another 15% are learning it without any purpose, and those who are learning foreign language for foreign partner and personal development existing with 4%, 4%. While 6% for general interest and 3% for travel. Although 34% of them are leaning foreihn language to buying property there are the main reasons for them to studying foriegn language.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main contrast correctly: travel is the leading reason in the first chart (33%), while buying property overseas is the largest category in the second (34%). You also include several relevant figures, such as 19% for property purchases in the first chart and 19% for business/work in the second. However, coverage is partial and some details are misinterpreted. The second chart reports teachers’ views of recent increases, not simply the reasons students are learning; for example, 15% reported no change, but you describe this as people learning “without any purpose.” The first chart’s 26% for business/work is omitted, and the overview does not clearly summarise the main patterns across both charts. Select the key categories accurately and explain what each chart measures.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure: an introduction, an overview, and separate descriptions of the two charts. This gives the reader some sense of how the information is organised. However, progression is uneven, and several sentences combine figures in a way that makes their relationships unclear. For instance, the second-chart sentence beginning “the tutors reporting 19% for business work” moves through several categories without clear sentence boundaries or a consistent comparison. Linking words such as “While,” “However,” and “Although” are sometimes used inaccurately or leave fragments, so they do not reliably show how ideas relate. Group the most important figures into clear comparisons, use complete sentences, and ensure each paragraph has a distinct purpose.

Lexical Resource: Band 5.0

You use some relevant chart-reporting vocabulary, including “illustrate,” “primary reason,” “reported,” and “recent change,” and you attempt to vary expressions for learning and teachers. However, the range is limited by repeated wording and frequent inaccurate or awkward choices that sometimes obscure meaning. Examples include “feedbacks received” for survey responses, “focusing a solid reason,” and “learning it without any purpose.” There are also spelling errors such as “poeple,” “foreihn,” and “foriegn,” alongside inconsistent forms such as “non native.” Use precise terms such as “proportion,” “respondents,” and “reported an increase,” and check spelling and collocations carefully. Avoid replacing chart labels with interpretations that the data do not support.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentence forms, including contrasts introduced by “While” and “Although.” However, complex constructions are often incomplete or inaccurately formed, and frequent errors make some relationships difficult to follow. For example, “the second one highlights the number of tutors felt that there has a recent change” lacks a clear grammatical structure; “the number of tutors who felt there had been a recent change” would be more controlled. Other problems include “the main reason which is reported by teachers is to travel there while” and the fragment beginning “While 19% are studying.” Articles, verb forms, and sentence boundaries also need attention. Build accurate complete sentences first, then add subordinate clauses and contrasts.

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