Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

THE FIRST PIE CHART DEMONSTRATES THE PROPORTIONS OF PERCENTAGE OF TEACHERS REPORTING THE REASONS FOR LEARNING A FOREIGN LANGUAGE. THE SECOND PIE CHART ILLUSTRATES THE PROPORTION OF PERCENTAGE OF TEACHERS FELT THE CHANGE IN THE REASONS.

IN FIRST CHART, MAJORITY OF STUDENTS LEARNED THE FOREIGN LANGUAGE FOR TAVELLING, REPORTED BY 33% OF TEACHERS. SECOND REASON WAS FOR BUSINESS AND WORK THAT WAS REPORTED BY 26% TEACHERS. 19% TEACHERS REPORTED THAT BUYING PROPERTY OVERSEAS AS THIRD MAJOR REASON. SOCIAL CONTACTS AND PERSONAL DEVELOPMENT WAS REPORTED BY 7% TEACHERS FOR EACH. ONLY 5 %OF TEACHERS REPOTED FOR GENERAL INTERESTS. THE LOWEST REPORTED REASON WAS FOR FOREIGN PARTENERS THAT WAS ONLY 3%.

HOWEVER, IN SECOND CHART, THE REASON FOR TRAVELLING REDUCED DRASTICALLY WHICH WAS REPORTED ONLY BY 3% TEACHERS.WHEREAS BUSINESS AND WORK REMAINED THE SAME AT 19%.BUYING PROPERTY OVERSEASES WAS REPORTED BY MAJORITY OF TEACHERS.MOREOVER, SOCIAL CONTACTS WAS REPORTED BY 15 PERCENT TEACHERS, SHOWING SHART RAISE.

OTHER REASONS WERE REPORTED BY ALMOST SAME % OF TEACHERS SHOWING MINOR CHANGES.

OVERALL, THE REASONS FOR STUDYING FOREIGN LANGUAGE CHANGED SIGNIFICANTLY FOR TRAVELLING , BUYING PROPERTIES OVERSEAS AND FOR SOCIAL CONTACTS.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main reason in the first chart accurately: travel leads at 33%, followed by business/work at 26% and overseas property at 19%. You also select several useful comparisons from the second chart, including travel at 3% and social contacts at 15%, and your overview recognises notable changes. However, the second chart is about teachers reporting a recent increase, not simply the proportion of teachers who “felt the change”; clarify this distinction. Some details are incomplete or inaccurate: business/work is 19%, not unchanged from 26%, and overseas property is the largest category at 34%, a figure you omit. The claim that other reasons changed only slightly also overlooks social contacts at 15% and the 15% reporting no change. More precise coverage of this chart would strengthen the report.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, a paragraph on the first chart, a paragraph on the second, and a concluding overview. This makes the information generally easy to follow, and transitions such as “However” and “Moreover” help signal movement between points. Cohesion is sometimes mechanical or unclear, though. The repeated “reported by” construction makes the middle sections list-like, while “Other reasons were reported by almost same %” does not clearly identify which categories or figures you mean. The overview also repeats selected changes without bringing the two charts together. Group the second-chart figures by increase, decrease, and no change, and use clearer references to the categories to create a more connected comparison.

Lexical Resource: Band 5.5

You use relevant chart-reporting vocabulary, including “proportions,” “majority,” “lowest,” and “reduced,” and the reader can generally understand the categories being compared. However, several word choices and collocations are inaccurate or awkward: “proportion of percentage” is redundant, “showing shart raise” is unclear, and “the reason for travelling reduced” does not naturally describe a reported percentage. Spelling errors such as “TAVELLING,” “REPOTED,” “PARTENERS,” and “OVERSEASES” also detract from precision. Aim for standard data-reporting phrases and check spelling carefully; this will make your descriptions more natural and exact without requiring more elaborate vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer structures, for example, “19% teachers reported that buying property overseas as third major reason.” However, sentence patterns are often incomplete or inaccurately formed, and the range remains limited. In that example, the clause after “reported that” needs a complete verb structure; similarly, “the reason for travelling reduced drastically which was reported only by 3% teachers” has an unclear relative clause. There are also recurring issues with articles, agreement, and sentence boundaries, as in “Social contacts and personal development was reported” and the run-together “TEACHERS.WHEREAS.” These errors sometimes make relationships between ideas harder to follow. Practise complete clauses, accurate agreement, and punctuation while retaining a mix of sentence forms.

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