Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-20

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 first chart shows the most common reasons for the learners in learning the foreign language. The highest percentage is 33% for the reason of travel. The second most usual reason is for business or work, which is 26%. 19% of the group learns foreign language so that they would be able to buy property overseas. The other two groups of 7% has the purpose of personal development and social contacts. The rest 3% and 5% has the interest in finding an international partner and for social contacts.

The recent change indicates that the population has other intentions for adapting the second language. Along with the percentage, the reasons are below:

34%: purchasing houses or land in abroad

19%: For work or business

Two groups of 15%: Contact socially and for change

6%: They have general interests

Two crowds of 4%: They could find a soulmate in other country and they could develop themselves personally

3%: To explore the world

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response identifies several major figures, including travel (33%), work/business (26%), and buying property overseas (19%), and it attempts to cover both charts. However, it does not provide a clear overall summary of the main patterns, and some data are misreported or misinterpreted. In the first chart, the 3% category is foreign partner, not finding an international partner as a separate purpose from the 5% category; the 5% is general interest, while social contacts is 7%. In the second chart, 3% refers to travel, not exploring the world, and 15% means no change, not “change.” The report therefore addresses the task only partially, with key comparisons obscured. Group the figures accurately and highlight the dominant reasons in each chart.

Coherence and Cohesion: Band 4.5

The response is divided into two paragraphs, one for each chart, which gives it a basic organising structure. It also uses a few linking expressions, such as “The second most usual reason” and “Along with the percentage.” However, there is no clear overview to guide the reader, and the second paragraph becomes a list of figures rather than a connected report. Phrases such as “Two groups of 15%” and “Two crowds of 4%” make the relationships between categories difficult to follow, while “the rest” does not clearly identify which figures are being grouped. A more coherent progression would begin with the main contrast, then compare the largest categories and finish with the smaller ones, using precise references to each reason.

Lexical Resource: Band 5.5

The response shows some useful topic vocabulary, including “percentage,” “business or work,” “personal development,” and “social contacts.” It also attempts paraphrase, for example “purchasing houses or land” for buying property. However, several choices are unnatural or imprecise for a formal chart report: “learners in learning,” “adapting the second language,” “two crowds,” and “for change.” Some wording also changes the chart’s meaning, such as “explore the world” for travel and “soulmate” for foreign partner. This range is sufficient to communicate the general topic, but control of collocation and precise category labels is inconsistent. Prefer standard report language and retain the chart’s exact distinctions when paraphrasing.

Grammatical Range and Accuracy: Band 5.0

The response uses mostly simple sentence patterns, with a few attempts to add detail through clauses such as “so that they would be able to buy property overseas.” Errors in agreement and sentence construction are frequent enough to make some statements awkward or unclear. For example, “The other two groups of 7% has” should use a plural verb, and “The rest 3% and 5% has” is not a well-formed subject. The opening phrase “reasons for the learners in learning the foreign language” also shows difficulty constructing a clear noun phrase. Articles and prepositions are sometimes missing or misplaced, as in “in abroad.” Build accuracy with straightforward structures such as “Teachers reported that…” and check subject–verb agreement and complete sentence forms.

See this exact question answered at other band scores. The same prompt compared across bands.

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