Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-29

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 illustrate the percentages of reason for learning foreign language. Whereas, the second pie-chart explains the recent changes in the percentages of reasons.

Overall, in first pie-chart the main reason for learning others country language is travel and most less is foregin partner while in second chart for buying property overseas is the highest and travel is lowest.

It is clearly seen that,33 percent travel is the most common reason for learning language and business work contribute 26 percent while buying property overseas has 19 percent and others like general interest , social contacts, personal development and foreign partner contribute overall of 22 percent.

On the other hands, 34 percent are learning language for buying overseas property and 19 percent for business and 15 percent for social contacts and other such as personal development, foreign partner, travel and general interest total contribute 17 percent for learning language and 15 percent has no change.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main reason in the first chart as travel and correctly note that buying property overseas leads the second chart, with travel lowest. Several key figures are also accurate, including 33% for travel, 26% for business/work, 34% for overseas property and 19% for business/work in the second chart. However, the overview is imprecise: “most less” does not clearly state that foreign partner is the smallest first-chart category, and the second chart reports teachers’ views of recent change, not the percentages of people learning for each reason. The grouped totals are also inaccurate: the four smaller first-chart categories total 22%, but the second-chart categories you group total 29%, not 17%. Clarify what each chart measures and report the comparisons more fully.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure: an introduction, an overview, and separate paragraphs describing the two charts. This helps the reader follow the broad comparison. However, progression within the paragraphs is limited, and some linking is awkward or mechanical. For example, “Whereas” begins a sentence fragment, while “On the other hands” is an inaccurate transition. The final sentence combines several categories, a total, and the no-change figure, making the relationships difficult to follow. Use clear topic sentences and group figures in a consistent order, such as largest to smallest. Also make the comparison between the charts explicit rather than relying mainly on “first” and “second” to connect the information.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “percentages,” “main reason,” “contribute,” and “highest,” so the topic is generally understandable. However, the range is limited and several word choices or collocations are inaccurate, sometimes obscuring the intended meaning. “Most less” is not a natural way to describe the smallest category, and “learning others country language” is unclear. The phrase “34 percent are learning language” also misrepresents what the second chart measures. Spelling errors such as “foregin” and inconsistent forms such as “pie-chart” reduce accuracy. Aim for precise reporting language, distinguishing teachers’ reports from students’ reasons, and use standard phrases such as “accounted for” and “the smallest proportion.”

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer sentence forms, including a contrast introduced by “while” and a summary beginning “It is clearly seen that.” However, control is inconsistent, and errors occur in basic sentence construction as well as in longer clauses. “The first pie-chart illustrate” has subject–verb disagreement, while “Whereas, the second pie-chart explains…” is not correctly joined to the preceding sentence. Articles and plural forms are often missing, as in “learning foreign language” and “others country language.” Punctuation is also unreliable, with missing spaces after commas and unnecessary commas. Build accurate simple sentences first, then combine related comparisons using correctly punctuated conjunctions.

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