Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

The given pie charts illustrate the information about responses by teachers of abroad languages in UK while, teachers want to know that why their students prefer to learn about other country language.

Overall, in first pie chart the percentage of travel or business/ work were high but in second circle the percentage were too low while, the ratio of buying property overseas and social contacts were declined but after few time the ratio were boosted.

Initially, the values of travel, business/work, foregin partner or personal developmenmt were around above 33%, 26%, 3% and 7% respectively. On the other side, the proportion of social contacts was 7%, general interest was approximately 5% and the buying property overseas nearly 19%.

On the other hand, the consumption of travel, no change, foregin partner personal development, social conatacts or general interest were almost 3%, 15%, 4%, 4%, 15% and 6% in that order. Futhermore, the percentage of buying property overseas increased aound above 34% but the value of business/work approximately 19%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several relevant categories and include many figures, such as travel at 33%, business/work at 26%, and buying property overseas at 34% in the second chart. However, the overview is unclear and contains a major misreading: it says travel and business/work were low in the second chart, although the figures are 3% and 19%, and claims buying property and social contacts declined before rising. The charts do not show a sequence over time; the second reports teachers’ views of recent increases, alongside 15% reporting no change. Some figures are also described imprecisely, such as travel being “around above 33%.” A clearer overview comparing the leading reasons in each chart, with accurate explanations of what the second chart measures, would address the task more fully.

Coherence and Cohesion: Band 5.0

The response has a basic paragraph structure: an introduction, an overview, and two paragraphs presenting figures. This gives the reader some organisation, and phrases such as “Initially” and “On the other hand” attempt to guide the comparison. However, there is no clear progression between the charts, and the overview’s claim about figures declining and then rising is not supported by the data. Several categories are listed in long sequences, making their relationships difficult to follow; for example, the second-chart figures are presented in a crowded sentence without consistently linking each value to its category. Use one paragraph for each chart, group the most important figures, and use accurate comparisons rather than connectors that imply a timeline.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentage,” “proportion,” “increased,” and “approximately,” and you attempt to vary your wording. However, the range is limited and several choices are inaccurate or unnatural, which sometimes makes the meaning difficult to follow. “Consumption of travel” does not describe a survey response, while “responses by teachers of abroad languages” is an awkward way to refer to foreign-language teachers. There are also noticeable spelling errors, including “foregin,” “developmenmt,” and “conatacts.” Choose precise terms for reporting survey data, such as “share,” “figure,” and “teachers reported,” and check spelling carefully. Avoid using synonyms that change the meaning of the chart.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more complex sentences, but control is inconsistent, and errors frequently make relationships between ideas unclear. For example, “teachers want to know that why their students prefer” has an incorrect clause structure, while “the percentage of travel or business/work were high” has problems with both the subject and verb agreement. The overview sentence beginning “Overall, in first pie chart” also lacks articles and is difficult to parse because of its punctuation and repeated “while.” Some sentences are fragments or contain lists without clear grammatical links, such as “foregin partner personal development” in the final paragraph. Practise accurate sentence patterns for comparing percentages, and check articles, agreement, and punctuation before adding complex clauses.

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