Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-10-27

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 given pie chart elucidates the information about the forrign language .the chart comapres two differnet categories and present data in number or percentage

overall,it is clear that there is two different categories shown in the chart according to the chart , talking about the first category the most comman reasons for learning foreign language there are 33 oercent people want to learn foreign language for travel and 26 percent want to learn for their work and bussiness 19 percent peopple want to learn for buying property 5 percent people have general interest 7 percent people want to learn social contacts and aslo 7 percent want to learn personal development

now lokk at the second chart now what are the reasons increase now there is 3 pecent for travel 19 percent for the work and bussiness 34 percent for buying property 15 percent people for social contacts and 4 percent people for personal development and aslo 4 percent people for foreign partner

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify several key figures from the first chart, including travel at 33%, work/business at 26%, and buying property at 19%, and you also report several values from the second chart accurately. However, the report is only partially complete: it omits the 3% foreign-partner figure in the first chart, and the second chart’s 15% “no change” category is not explained. Most importantly, it does not clearly distinguish the chart’s measure—teachers reporting a recent increase—from the reasons themselves. There is also no effective overview of the main contrast, such as travel being the leading current reason while buying property is the most commonly reported recent increase. Select and summarise the main patterns before listing supporting figures.

Coherence and Cohesion: Band 5.0

The response has a basic sequence: it introduces the charts, discusses the first, and then moves to the second. This gives the reader some sense of organisation. However, progression is weak because the opening and overview are unclear, and most information is placed in long, loosely connected sentences. Phrases such as “overall” and “now look at the second chart” signal movement, but they do not create clear relationships between the figures or highlight comparisons. The repeated use of “and” also makes the report feel like a list. Use separate paragraphs for the overview and each chart, and group the most important figures so that comparisons are easier to follow.

Lexical Resource: Band 5.0

You use some relevant vocabulary for describing the charts, including “percentage,” “reasons,” “travel,” and “buying property,” so the topic is generally recognisable. However, the range is limited and several phrases are imprecise or awkward, such as “the information about the foreign language” and “reasons increase.” Frequent spelling errors—including “forrign,” “comapres,” and “bussiness”—also reduce clarity and make the report less polished. Aim for accurate chart language and collocations, for example, “the proportion of teachers who reported…” and “a recent increase in learners studying for…”. Check spelling carefully, especially in repeated topic words.

Grammatical Range and Accuracy: Band 4.5

The response mainly relies on simple sentence patterns, with limited control of more varied structures. Some meaning can be followed, but frequent errors in sentence boundaries, agreement, articles, and punctuation make the report difficult to read smoothly. For example, “overall,it is clear that there is two different categories” has faulty agreement and punctuation, while the long sentence beginning “talking about the first category” runs several figures together without clear grammatical separation. The opening also uses a fragment-like construction. Practise writing complete sentences with a clear subject and verb, and use full stops to separate groups of data. Then check agreement and articles, such as “there are two categories” and “the most common reasons.”

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