Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-21

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 4.5)

The students in the university are trying to learn foreign language. If we compare and find the reason behind the student's learning new language about 33 percent out of 100 of them are learning this skill because they want to travel different countries, 26 percent of the students are serious about their work or business and want to learn foreign language so that they can expand thier business or work, 19 percent of the students want to buy property overseas, 7 percent among the students are trying to learn a new language because of their personal development, similarly, about 7 percent are learning because of their social contacts. 3 percent among the students are studying new language because of their foreign partner. and lastly, 5 percent among them has their general interest in it. Now if we talk about the observation of the teachers that what they felt that there has been a recent change in the reason. According to the teachers 34 percent of the students are buying property overseas, 19 percent students are learning because of their business or work, 15 percent of the students have their social contacts (foreign contacts), 4 percent has their foreign partners, 6 percent students due to their general interest, 4 percent because they want personal development and lastly 15 percent of students had not change their reason.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You include figures from both charts, and several are accurately reported, including travel at 33%, business/work at 26%, and buying property overseas at 34% in the second chart. However, the report does not clearly explain what the second chart measures: these percentages represent teachers reporting a recent increase, not the proportions of students learning for each reason. For example, “34 percent of the students are buying property overseas” misstates the chart’s meaning. There is also no clear overview identifying the main patterns, such as travel being the leading current reason and overseas property being the most commonly reported recent increase. The response therefore addresses the task only minimally; clarify the measures and summarise the key comparisons rather than listing figures alone.

Coherence and Cohesion: Band 4.0

The response follows a basic sequence: it first describes reasons for learning and then turns to teachers’ observations about recent change. Phrases such as “Now if we talk about” signal this shift, and the figures are generally presented in a recognisable order. However, the whole report is written as one long paragraph, with little separation between the two charts or a distinct overview. Repeated use of “and” and “lastly” makes the information feel like a list rather than a developed comparison, while “According to the teachers” does not clearly connect the second set of figures to the idea of an increase. Use separate paragraphs for the charts, add a concise overview, and make comparisons explicit.

Lexical Resource: Band 5.0

You use enough topic-related vocabulary to communicate the general subject, including “travel,” “business or work,” “property overseas,” and “personal development.” However, the range is limited and several phrases are repetitive or imprecise. “Trying to learn” is repeated, and “serious about their work or business” adds an unsupported judgement rather than neutrally describing the category. Phrases such as “foreign contacts” and “had not change their reason” are not natural or precise descriptions of the chart labels. Aim for concise reporting language such as “the main reason,” “teachers reported an increase,” and “there was no change.” Check spelling as well: “thier” should be “their.”

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences using clauses and linking expressions, for example, “If we compare and find the reason behind the student's learning new language…” This shows an effort to combine ideas, but the structures are often awkward or faulty, and the response relies heavily on long, comma-linked sentences. There are also recurring agreement and verb-form problems: “5 percent among them has” should use a plural verb, while “15 percent of students had not change” needs a correctly formed verb phrase. Articles and plurals are also inconsistent in expressions such as “learn foreign language” and “a new language.” Use shorter, controlled sentences and check subject–verb agreement, articles, and verb forms.

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