Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Complete Catalyst · 2026-10-17

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)

THIS PASSAGE CAN SHOW THIS I THINK THIS PIE CHART CAN SHOW THIS A TEACHER CAN DELIVERD A LECTURE FORIGN PARTNER 3% PERCENT. AND IT;S CAN CONCERNING THEUR STUDENTS WITH THA 7% PERCENT DETAILS OF A PERSONAL DEVELOPMENT TOPIC. IT CAN SHOW THIS PIE CHART TEACHER DISCUSS A TOPIC WITH SOCIAL CONTRACTS 7% PERCENT. AND DISCUSSING A GENERAL INTEREST CAN SHOW THIS 5% PERCENT. AND VERY HIGHT PERCENT SHOW THIS IN PIE CHART 19% PERCENT CAN DISCUSS WITH A BUYING POPERTY OVERSEAS STUDENTS. AND FURTHERMORE 26% CAN SHOW A BUSSINESS & WORK DISCUSSION WITH STUDENTS. AND MORE THAN 33% DISUCC A STUDENT WITH TRAVELLING. THAN TEACHER CAN INCREASE A RECENT REPORTING IN PEOPLE LEARNING CAN SHOW THIS 2ND PIE CHART PERSONAL DEVELOPMENT CAN DECRESE A 7% TO 4%. AND FOREIGN PARTNER CAN SAME 4% PERCENT AND SOCIAL CONTRACT AND SHOW A VERY HIGHT PERCENT INCREASE 7% TO 15%. AND FURTERMORE GENERAL INTREST CAN INCREASE A 5% TO 6%.THIS IS TAECHER REPORTING A LERARNING REASONS CAN INCREASEA SOME INTRESTS.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify several categories from both charts, including travel, business/work, buying property overseas and social contacts, so the response is connected to the task. However, the report gives little clear overview of the main patterns and mostly lists figures rather than comparing the charts. Some information is inaccurate: the second chart shows travel at 3%, not an increase from 33%; foreign partner rises from 3% to 4%, rather than being “same”; and personal development changes from 7% to 4%, which is a decrease. The 15% “no change” category is omitted. To improve, summarise the largest reasons and the most notable reported increases, then check each comparison against the chart.

Coherence and Cohesion: Band 3.5

There is a basic sequence: the response first describes reasons in the first chart and then moves to the second with “Than teacher can increase a recent reporting.” This gives the reader some sense of the two-chart structure. However, ideas are not arranged into clear paragraphs, and the repeated “and” and “can show this” make the report sound like a list rather than a logically developed account. Connections between figures are often unclear, particularly in “social contract and show a very hight percent increase 7% to 15%.” Use separate paragraphs for the two charts, begin with an overview, and use precise links such as “by contrast” or “while” to make comparisons explicit.

Lexical Resource: Band 4.0

The response uses some relevant chart vocabulary, including “percent,” “increase,” “decrease,” “business & work” and “personal development.” These terms show an attempt to describe data, but the vocabulary is basic and repetitive, and several choices or spellings make the meaning difficult to follow. For example, “social contracts” appears to mean “social contacts,” “disucc” is an inaccurate form of “discuss,” and “very hight percent” is not a natural way to describe a figure. Phrases such as “a teacher can deliverd a lecture” also do not accurately express what the chart measures. Build a small set of accurate reporting phrases, such as “accounted for,” “was the most commonly reported reason,” and “teachers reported an increase.”

Grammatical Range and Accuracy: Band 4.0

The response attempts simple statements and some longer linked sentences, but grammatical control is weak and errors frequently obscure the relationships between the data. Examples include “A teacher can deliverd,” “33% disucc a student,” and “personal development can decrese a 7% to 4%,” where verb forms and sentence structure are faulty. Articles, agreement and punctuation are also inconsistent, as in “a recent reporting” and the run-together sentence beginning “6%.THIS.” Most statements follow a similar pattern, so there is little evidence of controlled structural variety. Practise complete subject–verb sentences in the past or present simple, for example, “Teachers most often cited travel, at 33%,” and check each sentence for a clear subject, verb and comparison.

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