Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

The first pie charts illustrates responses by teachers in Britain why their students are learning a foregin language as most common reason.There are seven different reasons.The most common reason to learn a foreign language is having a foreign partner,after that bussiness/work,buying property overseas,

personal development,socail contacts and gerenal interest.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the general subject and lists several reasons, but it does not provide a report that adequately describes the charts. It misidentifies the leading reason: travel, at 33%, is the most common reason, not having a foreign partner. It also omits all figures and gives no account of the second chart, including the prominent 34% reporting an increase in learning for property-related reasons. The response is also far below the required 150 words, leaving the task substantially incomplete. To improve, include a clear overview of the main contrasts, accurately report selected percentages from both charts, and explain what the figures show rather than simply listing categories.

Coherence and Cohesion: Band 3.5

There is a basic attempt to organise information: the opening introduces the topic, followed by a list of reasons. However, the response has no developed overview or clear progression through the two charts, and the list does not explain how the categories compare. The phrase “after that” suggests a ranking, but the order that follows is not supported with figures and does not clearly distinguish the charts. The single paragraph also makes the report feel unfinished. Use separate paragraphs for an overview and the key details, and connect comparisons explicitly—for example, contrast travel’s leading share in the first chart with property purchases’ leading share in the second.

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “foreign language,” “business/work,” and “buying property overseas,” so the reader can recognise the subject. However, the range is narrow and the wording is mostly a list rather than precise chart-reporting language. Several spelling errors—“foregin,” “bussiness,” “socail,” and “gerenal”—reduce accuracy and make the writing look less controlled. The phrase “most common reason to learn” is understandable, but more formal reporting expressions would help describe the data and comparisons. Practise accurate spelling and use terms such as “accounted for,” “share,” and “reported an increase” to express the chart information more precisely.

Grammatical Range and Accuracy: Band 4.5

The response attempts a longer sentence with “The most common reason … is …, after that …,” but most of the writing relies on simple structures and a fragment-like list, so grammatical range is limited. There are also errors in sentence construction and punctuation: “The first pie charts illustrates” has a mismatch between the plural noun and verb, and the opening lacks appropriate spacing after the comma and full stop. The list after “after that” is not formed as a complete sentence. Aim to write complete, clearly punctuated sentences, check subject–verb agreement, and use a mix of simple and compound structures to compare the charts.

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