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)

The pie chart illustrates the difference between most common reasons of learning a foreign language to most recent increase in people for learning a new language.

Overall the major difference is in travel sections as teachers pov commenly teacher thought differently, but now teachers have done some research in this section and acually have seen why new language is important for new people as investors also want to buy property overseas so that also changed by queit alot % rest mostly remain the same or few changes.

Firstly common reasons by teachers include a major chunk for travel at 33%, while business work at second for over 26%, also personal development is at 7% these three are more in common reasons by teachers to learn a new language from recent research on growth od learning new language.

However after recent research it shows that over 34% people want to buy peoperty overseas being there main reason with, 15% for social contacts with foreign peoples which is alot moore from common report of teachers. But shocking part is that from recent report it shows only 3% people want to lean new language for travel a big decrease. Lastly 15% remain the same in both the reports.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several important features, including travel as the leading common reason (33%) and buying property overseas as the largest reported recent increase (34%). You also note the low travel figure in the second chart (3%). However, the comparison is not consistently accurate: the second chart reports teachers’ views of recent increases, not the proportion of learners choosing each reason, so “34% people want to buy property overseas” misstates what is measured. The claim that “15% remain the same in both reports” is also incorrect; 15% is the no-change category in the second chart, while social contacts is 7% in the first and 15% in the second. Several categories are omitted, and the overview is unclear, so the task is only partly covered.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs beginning “Firstly” and “However.” This gives the reader a basic route through the information, and the contrast between the charts is relevant. However, progression within paragraphs is sometimes difficult to follow because several comparisons and explanations are packed into long, loosely connected sentences. For example, the overview moves from travel to teachers’ research and property investment without clearly stating the main pattern. Linking phrases such as “also,” “but,” and “lastly” help, but some connections are unclear or repetitive. Organise the report around a concise overview followed by direct comparisons, and use clear references to distinguish the two charts.

Lexical Resource: Band 5.0

You use some relevant task vocabulary, including “major difference,” “common reasons,” “decrease,” and “social contacts,” which helps communicate the topic. However, the range is limited and several word choices or collocations are inaccurate, sometimes making the meaning difficult to interpret. Phrases such as “teachers pov,” “common report,” and “remain the same in both the reports” are not suitable or precise for an academic report. Spelling errors—including “acually,” “peoperty,” and “moore”—also reduce clarity. Aim for neutral, precise language to describe what the charts measure, such as “teachers reported” and “the proportion citing this reason,” rather than describing learners’ intentions as established facts.

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentence forms, and the reader can understand the broad comparison. However, complex sentences are often poorly controlled, with missing or misplaced grammatical elements. For instance, “The pie chart illustrates the difference between most common reasons … to most recent increase” lacks clear comparison structure, while “15% remain the same in both the reports” does not form a clear grammatical relationship between the figure and the category. There are also problems with articles, agreement, and sentence boundaries, as in “34% people want” and the long overview sentence joined by “but.” Use shorter, complete sentences and check that each comparison has a clear subject, verb, and grammatical link.

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