Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Complete Catalyst · 2026-10-22

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 GIVEN PIE CHARTS ILUSTRATE THE MAJOR CAUSE FOR BRITISH STUDENTS TO PREPARE FOREIGN LANGUAGE AND THE OPINION OF THEIR INSTRUCTORS ABOUT THE VARIATION OF INTEREST IN THE PUPILS.

OVERALL,THE MAIN REASONS FOR LEARNING LANGUAGE LIKE FOREIGN PARTNER, SOCIAL CONTACT, GENERAL INTEREST, BUYING PROPERTY OVERSEAS INCREASED IN TEACHER'S POINT OF VIEW. WHILE SOME POINTS LIKE TRAVEL, BUSINESS AND WORK, AND PERSONAL DEVELOPMENT DECREASED A LOT .SOME REASONS WERE CONSTANT.

INITIALLY, BUYING PROPERTY OVERSEAS WAS 19!

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the charts’ general subject and attempt an overview, but the report addresses the data only minimally. The overview says several reasons “increased” and others “decreased,” although the first chart gives the most common reasons and the second reports teachers’ views of recent change; it does not show changes in every category. The only specific figure you begin to report is “buying property overseas was 19,” and the response does not explain the second chart’s key result, that this reason was most often reported as increasing (34%). The response also contains only 75 words, below the required 150, leaving most categories and comparisons unreported. To improve, accurately distinguish the two charts, give a clear overview of their main contrasts, and support it with several relevant figures.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response: an opening sentence is followed by an overview and then a detail sentence beginning “Initially.” This gives the reader a recognisable report structure. However, the response stops after that single detail, so there is no logical progression through the main features or comparison of the charts. The overview also groups categories together without explaining how the figures relate, and “Some reasons were constant” is not clearly connected to the data. Use separate paragraphs for the overview and selected details, then organise the figures by chart or by the most notable contrasts. Linking phrases should clarify comparisons rather than simply introduce another point.

Lexical Resource: Band 5.5

You use some relevant topic vocabulary, including “pie charts,” “major cause,” “foreign partner,” and “buying property overseas,” so the subject is generally identifiable. There is also an attempt to vary wording with “variation of interest.” However, several expressions are imprecise or unnatural for describing survey data: “prepare foreign language,” “opinion of their instructors,” and “points” do not clearly convey learning reasons or teachers’ reported changes. “Increased” and “decreased” are also used too broadly for the information shown. Spelling errors such as “ILUSTRATE” and awkward phrasing reduce precision. Build a more accurate set of chart-reporting expressions, such as “the main reason,” “teachers reported an increase,” and “accounted for,” and use them consistently.

Grammatical Range and Accuracy: Band 4.5

The response attempts both a longer opening sentence and a contrast using “While,” but grammatical control is uneven and the range remains limited. The opening has an unclear structure in “the major cause for British students to prepare foreign language,” while the overview contains agreement and sentence-boundary problems: “Some reasons were constant” is separated by a full stop from the preceding clause, and “While some points … decreased” is left as a fragment. Missing spaces after commas and inconsistent punctuation also make the text harder to follow. Practise forming complete sentences with a clear subject and verb, and use contrast clauses with a main clause—for example, “While teachers reported increases for some reasons, they reported decreases for others.” Check articles, plurals, and punctuation before finishing.

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