Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-25

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)

The pie charts depict the response of teachers of foreign language in Britain to a survey concerning why their students are learning foriegn language. Overall the biggest reason was travelling but now it is not more a reason to learn foriegn language.

As we can see in the first graph the 33% people learn it for travelling purpose which is now a days dropped to 3% so it is not more a reason. The percentage for bussiness and work was 26 which now decresed to 19%. One of the reason to learn foriegn language is buying property overseas which is 19% at first but now their is huge gain the percentage and become 34% now as days it is the main reason according to pie charts.

On the other hand their is one more reason that is rapidly which is social contant it is now become 15% from 7%. Learn language for foreign partner and general interest incresed only 1%. For purpose of personal deveop

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main shift from travel (33%) to buying property overseas (34%), and you compare business/work (26% to 19%) and social contacts (7% to 15%). However, the overview is unclear: saying travel is “not more a reason” conflicts with the chart, which still lists it as a reason, though only 3% of teachers report a recent increase. The second chart is about teachers’ reports of recent increases, not a new distribution of students’ reasons, so phrases such as “dropped to 3%” and “become 34% now” misrepresent what the figures measure. The response also ends mid-sentence and omits the 15% reporting no change. Make the chart distinction explicit and summarise the key pattern accurately.

Coherence and Cohesion: Band 5.0

There is some organisation: you introduce the charts, then discuss travel, work and property, followed by social contacts and other categories. The comparisons are generally grouped by reason, which helps the reader follow the topic. However, the report has no clear, complete progression because the overview is brief and imprecise, and the final sentence, “For purpose of personal deveop”, is unfinished. Linking phrases such as “On the other hand” do not express a clear contrast here, while repeated “now” and “as we can see” make the connections mechanical. Use a distinct overview followed by two focused detail paragraphs, and connect comparisons with precise language such as “by contrast” or “meanwhile.”

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “percentage,” “main reason,” “buying property overseas” and “increased,” so the topic is recognisable. However, the range is limited and several word choices or collocations are inaccurate, sometimes obscuring the data: “travelling purpose,” “not more a reason,” and “their is huge gain” are not natural or precise descriptions. Spelling errors such as “foriegn,” “bussiness,” “decresed,” “contant” and “deveop” are noticeable. Aim for accurate chart-reporting expressions and check spelling carefully. In particular, distinguish a reported increase from the overall proportion giving a reason, rather than describing the figures as if one value has simply replaced another.

Grammatical Range and Accuracy: Band 5.0

The response attempts connected and comparative sentences, for example, “The percentage for bussiness and work was 26 which now decresed to 19%,” but control is inconsistent. Errors in sentence structure and verb forms occur frequently: “the 33% people learn it” lacks a suitable construction, and “it is now become 15%” combines incompatible verb forms. There are also problems with articles, agreement and punctuation, as in “One of the reason” and the long sentence beginning “One of the reason to learn…”. The final fragment is incomplete. Practise accurate simple comparison patterns first, such as “The figure for X was…, while the reported increase was…”, then vary them with controlled complex sentences.

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