Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-15

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 4.0)

The two pie charts illustrate main reason for learning a foreign language motivationand how many teachers feel that there has been a recent chnages are sveral reason. Overall,

It is quite evident from tha chart that 33% students desire are learning a foreign language acccounted for travel. Business and work purpose represent the 26%. Both personal development and social contacts have equal motivation for learn language.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You identify the topic and report two accurate figures: travel is given as 33% and business/work as 26%. You also note correctly that social contacts and personal development are both 7%. However, the report addresses only a small part of the task: it omits most categories and gives no meaningful account of the second chart, including the leading recent increase for buying property overseas (34%). The overview is incomplete, and the phrase “33% students desire are learning” makes the first figure’s meaning unclear. The response is also 84 words below the required minimum, leaving too little space to select and compare the main features. Cover both charts and summarise their key contrasts before adding supporting figures.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response: an opening identifies the charts, followed by an overview beginning “Overall,” and then a few details. This gives the reader some sense of the report’s purpose. However, the ideas do not develop into a clear, complete progression, and the overview is interrupted by awkward punctuation and spacing. The final sentence about equal motivation is not connected to a broader comparison, while the second chart is not integrated at all. Use separate paragraphs for an introduction, an overview, and the main comparisons, and group related figures together. Clear links such as “By contrast” or “Meanwhile” would help show how the two charts relate.

Lexical Resource: Band 5.0

The response uses some relevant task vocabulary, including “pie charts,” “main reason,” “travel,” “business and work purpose,” and “personal development.” These choices show a basic ability to describe the subject, and the categories are generally recognisable. However, the range is limited, and several phrases are inaccurate or difficult to interpret, such as “learning a foreign language motivation” and “Both personal development and social contacts have equal motivation for learn language.” Spelling errors, including “chnages” and “sveral,” also reduce clarity. Aim for precise reporting expressions and accurate category names, for example “teachers reported that travel was the main reason” and “the figures were equal.” Proofread spelling and avoid combining words in a way that obscures meaning.

Grammatical Range and Accuracy: Band 4.5

You attempt a few sentence forms, including an opening sentence and an overview statement, but control is inconsistent. In “33% students desire are learning a foreign language accounted for travel,” the sentence has competing verb structures, so the relationship between the percentage and the reason is unclear. The phrase “Both personal development and social contacts have equal motivation for learn language” also has an incorrect verb pattern and an incomplete article/plural construction. Punctuation and spacing around “Overall” are inconsistent. Most of the response relies on short, simple statements, with little evidence of controlled complex structures. Build clear subject–verb sentences, such as “Travel was reported as the main reason by 33% of teachers,” and check verb forms, articles, and sentence boundaries.

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