Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

Both pie chart illustrate reactions by teachers on foreign tongue about major reasons for learning and also report about surged rise in individuals learning for what reasons.

The most significant reason about learning and rise in people is bying property overseas,whereas foreign partner is least common reason.

In terms of reason for learning, teachers showed travel,business/work and property were major factors.While personal developments and social contacts considered same value about 7% in learning,whereas foreign partner and general interest were least common reasons for learning.

In case of rise in people learning for which reasons, buying property and businnes were on top.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the broad topic and make a relevant comparison, noting that buying property overseas is prominent and that travel and business/work are major reasons for learning. However, the report is incomplete: it gives no figures, does not clearly distinguish the first chart from the second, and omits key information such as travel being the leading main reason (33%) and buying property overseas being the largest reported recent increase (34%). The claim that property is the most significant reason overall confuses the two charts. The response also falls short of the required 150 words, leaving the overview and comparisons substantially underdeveloped. Include an accurate overview, then support it with selected figures from both charts.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response: the opening introduces the charts, and later sentences address the main reasons and the reported rise separately. This gives the reader some sense of the topic. However, the progression is limited, and the second chart receives only one brief sentence. Linking is sometimes awkward or repetitive, particularly the repeated use of “whereas” and the fragment-like transition “In case of rise in people learning for which reasons”. The report would be clearer with a distinct overview followed by one paragraph comparing the first chart and another describing the second. Use straightforward links such as “By contrast” and “Regarding recent changes” to make relationships explicit.

Lexical Resource: Band 5.0

You attempt some topic-related vocabulary, including “major reasons”, “business/work”, “social contacts” and “personal development”, so the reader can generally identify the subject. However, the range is limited and several choices are inaccurate or unnatural, which makes parts of the report difficult to interpret. “Foreign tongue” is not a natural substitute for “foreign language”, while “surged rise” is redundant and “bying” and “businnes” are misspelled. “Most significant reason about learning and rise in people” also lacks precise meaning. Prefer the chart’s own labels where appropriate, and use accurate reporting phrases such as “the most common reason” and “teachers reporting an increase”. Proofread spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

The response contains some simple sentence patterns and attempts to connect ideas, but grammatical control is inconsistent. The opening, “Both pie chart illustrate…”, has a plural agreement error, and “teachers showed travel, business/work and property were major factors” is missing a clear construction such as “that” after “showed”. The sentence beginning “While personal developments…” is not well formed: it combines a subordinate “While” clause with “whereas” and does not establish a complete, clear relationship. Punctuation also needs attention, with missing spaces after commas and full stops. Build accurate simple sentences first, then add controlled comparisons using structures such as “X accounted for…, while Y represented…”.

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