Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-28

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)

according to the pie charts there were two surveys conducted in britain regarding to the concern why their students are learning a foriegn language indicates different percentage of each reason from there teachers response in both charts.

according to the first survey's pie chart 33 percent teachers which is highest of each reason feels students are learning for travel purposes. second most reason which 26 percent teachers feel is due to buisness or work purpose, thirdly 19 percent teachers respond due to purpose of buying overseas properties, 5 percent said because of their general intrest, 7 percent respond due to social contacts, 7 percent said for their personal development and remaing 3 percent said for foreing partner.

according to the recent survey's pie chart percentage of teachers response regard to buying property increased from 19 to 34 percent, for social contacts increased from 7 to 15 percent while for buisness and work reduced from 26 to 19 percent, general intrest response was almost same from 5 to 6 percent and personal development also reduced.

according to both servey very thing changed but only 15 percent teachers feel their is no change

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You report several key figures accurately, including travel as the leading reason (33%), business/work (26%), and the rise in buying property overseas from 19% to 34%. You also note that 15% of teachers reported no change. However, the response does not clearly distinguish the second chart’s measure: it shows teachers reporting a recent increase for each reason, rather than a second survey of the reasons themselves. Some comparisons are incomplete: for example, you say personal development “reduced” without giving its value (7% to 4%), and omit the second-chart figures for foreign partners and travel. A concise overview identifying the largest category in each chart and the main shifts would make the report more complete and clearer.

Coherence and Cohesion: Band 6.0

The response has a recognisable sequence: it introduces the charts, describes the first chart, then discusses changes and the no-change figure. This gives the reader an overall route through the information. However, the repeated openings “according to” and the frequent use of “and” make the linking mechanical, while the final paragraph is too brief to function as a clear overview. Some references are also unclear, such as “both survey” and “everything changed,” which do not specify which categories changed or how. Grouping the main increases together and the decreases or stable figures together, with a distinct overview paragraph, would improve progression and cohesion.

Lexical Resource: Band 5.0

You use relevant vocabulary for describing chart data, including “increased,” “reduced,” “highest,” and “percentage,” so the main comparisons are generally understandable. However, the range is limited and some expressions are imprecise or unnatural, such as “concern why,” “second most reason,” and “buying overseas properties.” Repeated use of “said,” “respond,” and “purpose” also makes the report less precise. There are noticeable spelling errors, including “foriegn,” “buisness,” “intrest,” and “servey,” which reduce the accuracy and polish of the vocabulary. Use standard chart-report collocations such as “the main reason cited” and “the proportion of teachers reporting an increase,” and proofread spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences and comparisons, for example, “percentage of teachers response regard to buying property increased from 19 to 34 percent,” but control is inconsistent. Errors in sentence structure and agreement occur in phrases such as “33 percent teachers … feels” and “7 percent respond,” while missing articles and awkward clause construction make the opening difficult to follow. The final sentence, “only 15 percent teachers feel their is no change,” also contains errors that affect clarity. Most sentences rely on simple reporting patterns, with limited accurate variety. Practise forming complete sentences with a clear subject and verb, and check agreement, articles, and punctuation when combining comparisons.

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