Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-26

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 illustrate the survey of teachers in Britian that shows the information in percenatge of learning foreign language by students and reasons for it.

Overall, it can be observed that most of the students shows more interest in learning for travel and less for foriegn partner. The most reason for buying properties in overseas and less for travel.

As is illustrated, students have more interest for travel around a third and less for foreign partner 3%. people with business/work accounted approximately 26%. Social contacts and personal development share only 7%. For general interest account for 5% and buying property in overseas share around 19%.

However, the reasons for learning other country languages had a downfall in travel with 3%. Almost 34% students constituted for buying propety in overseas. For business/work had a downfall with 19%. The foreign partner and personal development share the same porportion with 4%. Moreover, 15% for social contacts and no change. 6% represented for general interest.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main pattern in the first chart: travel is the leading reason at 33%, while learning for a foreign partner is lowest at 3%. You also report several figures from both charts accurately, including 26% for business/work and 34% for buying property overseas in the second chart. However, the overview is unclear and partly misrepresents the second chart: “The most reason for buying properties in overseas and less for travel” does not explain that the chart reports teachers’ views of recent increases, and “a downfall in travel with 3%” could wrongly suggest a decline rather than a 3% response. The second chart’s 15% “no change” category is also confused with social contacts. Clarify what each chart measures and compare the key findings directly.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview, and separate paragraphs describing the two charts. This helps the reader follow the broad sequence of information. However, progression within paragraphs is uneven, and some links between ideas are unclear. For example, “The most reason for buying properties in overseas and less for travel” is difficult to connect to the overview, while “Moreover, 15% for social contacts and no change” combines two separate categories without making their relationship clear. “However” also suggests a contrast that is not fully explained. Use clearer topic sentences and group figures by meaningful comparisons, while ensuring each linking phrase accurately reflects the relationship between the data.

Lexical Resource: Band 5.0

You use relevant chart vocabulary such as “accounted,” “share,” “proportion,” and “represented,” and the response includes terms for the main categories. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to follow. For instance, “students shows more interest” and “The most reason” are not natural ways to describe survey results, while “a downfall in travel” incorrectly implies a decline rather than reporting a percentage. There are also spelling errors, including “Britian,” “percenatge,” “foriegn,” and “propety.” Choose precise reporting language such as “teachers reported,” “the largest share,” and “accounted for,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt a few longer structures, including “Overall, it can be observed that…” and “As is illustrated…,” but most sentences rely on simple patterns, and errors occur frequently enough to affect clarity. Subject–verb agreement is inconsistent in “most of the students shows,” and several sentences lack a complete grammatical structure, such as “For general interest account for 5%” and “The foreign partner and personal development share the same porportion with 4%.” Articles, plurals, and prepositions also need attention in phrases such as “buying property in overseas.” Practise forming complete sentences with a clear subject and verb, and use consistent patterns such as “X accounted for Y%” or “Y% of teachers reported X.”

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