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 pie charts compare the proportion of the teachers reporting the following reasons for learning a foreign language across 7 different reasonings.

Overall, chart A depicts the most common reason for a student to learn a foreign language is to travel while Chart B shows common reason is to buy property overseas, showing a recent interest of the people.

In Chart A, the largest porporation is held by traveling alone, compared with the business/work takes around 26 percent, followed by the buying property overseas which has around 19 percent. while foregin partner being the smallest proporation which stood at only 3 percent.

In Chart B, shows the recent interest of people learning new language is due to the buying property overseas which has around 34 percent. While the business/work has 19 percent and in compare to chart A, around 15 percent have no interest in learning foregin language while travel has the lowest porporation around 3 percent.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main pattern in each chart: travel is the leading reason in the first, while buying property overseas is the largest reported recent increase in the second. You also include several accurate figures, such as 26% for business/work, 19% for buying property, and 34% for the latter category in Chart B. However, the report covers the data only partially. It omits several useful categories, including general interest, social contacts and personal development, and the overview’s claim of a “recent interest” is vague. There is also a significant misreading: 15% represents teachers reporting no change, not people having “no interest” in learning. A clearer overview and more accurate, selective comparisons would make the report more complete.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and separate paragraphs for the two charts. This helps the reader follow the broad comparison. However, progression within the chart paragraphs is limited: figures are listed without consistently showing how the categories relate, and the second chart paragraph combines the increase data with the “no change” figure in a confusing way. Linking words such as “while” and “followed by” are used, but some are awkwardly placed or repeated, and the sentence beginning “In Chart B, shows…” lacks a clear subject. Improve cohesion by grouping the most important comparisons and using accurate references to what each percentage represents.

Lexical Resource: Band 5.0

You use relevant chart-reporting vocabulary, including “proportion,” “largest,” “followed by” and “stood at,” so the topic is generally clear. However, the range is limited and several word-choice, collocation and spelling problems reduce precision. “Across 7 different reasonings” is not a natural way to describe categories, while “largest porporation” appears to confuse “proportion” with “population.” The repeated use of “proportion” and “around” also makes the report less precise. In addition, “no interest” changes the meaning of “no change.” Aim for accurate terms such as “share,” “category” and “reported increase,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the reader can usually understand the main comparisons. However, control is inconsistent, and several sentence structures are faulty. For example, “Overall, chart A depicts the most common reason … is to travel” combines two clause patterns; write “Chart A shows that travel is the most common reason.” The fragment “while foreign partner being the smallest…” also needs a finite verb, such as “while learning for a foreign partner was the least common reason.” In “In Chart B, shows…,” the subject is missing. Capitalisation after full stops and punctuation around clauses also need attention. Practise complete, clearly structured sentences before adding complex comparisons.

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