Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-24

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 5.5)

THE GIVEN PIE CHART REPRESENT TWO CHART SHOWING THE PERCENTAGE OF REASON OF LEARNING A FOREING LANGUAGE AND ANOTHER SHOWS THE NUMBER OF TEACHERS FEELIING CHANGE IN REASON.

OVERALL IN THE FIRST CHART THE MAIN PURPOSE OF LEARING FOREING LANGUAGE IS FOR TRAVELLING MAINLY 33%,FOLLOWED BY THE BUSINESS WORK ABOUT 26%.BUYING PROPERTY IN ANOTHER COUNTRY IS ALSO ENRISING ABOUT 19% AND THE UPGROWING PERCENTAGE OF PERSONAL AND SOCIAL CONTACT ARE ALMOST SAME WHILE THE FOREING PARTNER IS SHOWING THE LOWEST PERCETAGE OF 3% WHICH IS ALSO LOWER THAT GENERAL INTEREST PERCENTAGE( 5%).

IN SECOND CHART THE REASONS ARE QUITE DIFFERENT REPRESNTING THE BUYING OVERSEAS PROPERTY AT THE TOP ABOUT 34% WHILE THE TRAVELLING IS LOWER MOST ONE ABOUT 3%.THE SOCIAL CONTACT AND NO CHANGE HAS ALMOST SIMILAR PERCENATGE ABOUT 15% AS WELL AS THE PERSONAL DEVELOPMENT AND FOREIGN PARTNER IS QUITE SIMILAR PERCENATGE ABOUT 4%.

THE GENERAL INTEREST INDICATING RESENT INCREASE AS ONE OF RESEASONS REMAIN 5% WHICH SHOULD BE INCREASED FOR BETTER REACH

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several important features accurately: travel is the leading main reason at 33%, business/work follows at 26%, and buying property overseas is the largest reported recent increase at 34%. You also note the low figures for foreign partners and travel in the second chart. However, the second chart is not consistently interpreted: its figures show teachers reporting recent increases, alongside a 15% “no change” category, rather than simply a different ranking of reasons. The statement that general interest “remain 5%” is inaccurate for this chart, where the figure is 6%, and the advice that it “should be increased” is not appropriate for a neutral report. A clearer overview of the contrast between the charts and more precise coverage of the second chart would strengthen the response.

Coherence and Cohesion: Band 6.0

The response has a recognisable overall structure: an introduction, a paragraph describing the first chart, and a paragraph focused on the second. The overview signpost “OVERALL” helps the reader identify the main pattern, and comparisons such as travel versus business/work are relevant. However, the progression within paragraphs is sometimes difficult to follow because several figures and categories are packed into long sentences, with limited punctuation. The repeated use of “while” and “as well as” creates links, but the relationships between some items are unclear—for example, the sentence grouping social contacts with no change. Use shorter, clearly punctuated comparisons and organise each chart’s categories from highest to lowest to make the report easier to navigate.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “main purpose,” “percentage,” “business/work,” and “personal development,” and you attempt to describe rankings with phrases such as “at the top” and “lowest percentage.” However, spelling errors are frequent, including “foreing,” “learing,” “percetage,” and “resent,” and several word choices or collocations are unclear, such as “upgrowing percentage” and “lower most one.” These errors sometimes make the intended meaning harder to understand. The phrase “should be increased for better reach” also introduces an unsuitable recommendation rather than describing the data. Build accuracy with standard chart language such as “accounted for,” “was the most commonly reported reason,” and “teachers reported an increase.”

Grammatical Range and Accuracy: Band 4.5

You attempt some longer sentence forms, including comparisons joined with “while” and clauses beginning “which,” but control is inconsistent. The opening sentence has agreement and article problems (“chart represent two chart”), and several sentences omit necessary verbs or use incomplete patterns, as in “the social contact and no change has almost similar percentage.” Subject–verb agreement, articles, and sentence boundaries also need attention; for example, the first overview sentence runs several comparisons together without clear punctuation. These errors can make relationships between the figures difficult to follow. Practise writing one complete sentence per comparison, checking that each has a clear subject and verb, and use simple structures accurately before adding subordinate clauses.

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