Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-18

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 teachers' responses to the question of why students are learning a foreign language. Second pie charts show that teachers believe some recent changes have affected this, including proportions that are travel, foreign partners, personal development, social contacts, general interest, buying overseas property and business or work.

Overview, learning of Britian langauge the teacher report that common reason the highest proportion is travel be 33% and foreign partner be lowest proportion be 3%. In the second pie chart, the teacher reports a recent increase in people; the top proportion is buying overseas property at 34%, and the lowest proportion is travel at 3%.

The teacher reports the common reason and recent increase the pople leaning as compare in common reason top proportion is tavel is 33% while the recent increase in people learning is the lowest proportion is travel that is just 3%. The most common reason for learning to buy properties overseas is major change that recently increased from 19% to 34% also Business or work be decreases to 26% to 19%. All other aspect not changed much just slighty shifted as per recent learning.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main features accurately: travel is the leading common reason at 33%, foreign partners the smallest at 3%, and buying overseas property is the largest reported recent increase at 34%, while travel is lowest at 3%. You also compare the property figure (19% versus 34%) and business/work (26% versus 19%). However, coverage is partial: the opening lists categories without explaining the second chart’s “no change” response, and the claim that “all other aspect not changed much” is too broad. For example, social contacts are 7% in the first chart and 15% in the second, a notable difference. Develop the overview and select a few more accurate comparisons to make the report more complete.

Coherence and Cohesion: Band 4.5

The response has a basic overall shape, with an opening, an overview, and a final paragraph containing comparisons. This gives the reader some sense of the report’s purpose. However, progression is weak because the first paragraph mainly repeats the chart categories, and the final paragraph repeats the travel comparison already given in the overview. Connections between ideas are sometimes unclear, particularly in “The teacher reports the common reason and recent increase the pople leaning as compare.” Paragraphing is present but does not consistently group information by chart or by meaningful comparison. Organise the report into a concise introduction, a clear overview, and a body that compares the most important figures without repeating them.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportion,” “common reason,” “recent increase,” and “decreases,” so the topic is generally recognisable. However, the range is limited and several choices or forms make the meaning awkward: “learning of Britian langauge,” “the pople leaning,” and “all other aspect” are difficult to interpret. “The most common reason for learning to buy properties overseas” also confuses the reason with the act of learning. Repetition of “proportion” and “teacher reports” further limits flexibility. Use precise terms such as “share,” “reported reason,” and “rose/fell,” and check spelling and collocations so that comparisons are expressed naturally.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer structures, including comparisons between the charts, but control is inconsistent and many sentences contain errors that make the relationships difficult to follow. For example, “the highest proportion is travel be 33%” lacks a correct verb pattern, while “the recent increase in people learning is the lowest proportion is travel” joins two clauses incorrectly. There are also problems with articles, agreement, and sentence boundaries, as in “All other aspect not changed much just slighty shifted.” Most sentences rely on simple patterns, and attempts to combine ideas are often faulty. Practise accurate comparative structures such as “Travel accounted for 33%, compared with 3% reporting a recent increase,” and proofread each sentence for a complete subject and verb.

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