Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-10-31

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 given pie charts shows the concern of teachers that why their students are learning foriegn languages and what recent changes they have been seen recently.

In overview, travel is the main reason to learn other languages which replaced by buying property overseas in recent changes.while, other reasons do not contain much weight.

Travel is most common reason to learn international languages as of 33%, but decrease recently as only 3%, Similarly following by buying property overseas which is 19% , increases to 34% in recent changes. However, for business and work purpose students learn foriegn languages is even better than recent changes,accounting 26%, as opposed to 19%.

15% for social contacts peers learn other countries language which is more than twice that shows in common reason chart .In contrast, students who want to develop their personality is 7% which goes down to 4% , whereas, General interest is 5%, rises 1% recently.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the main contrast accurately: travel is the leading current reason at 33%, while buying property overseas is the largest category for reported recent increases at 34%. You also compare business/work, social contacts, personal development and general interest, so the report covers much of the data. However, the overview is unclear when it says travel was “replaced by” buying property overseas; the charts show different measures, not a direct replacement. The second chart also includes 15% reporting no change, which is omitted, and the 3% for travel is described as a decrease without clarifying that it represents teachers reporting an increase in that reason. Make the overview more precise and explain what each chart measures.

Coherence and Cohesion: Band 5.5

The response has a recognisable structure, with an introduction, an overview and paragraphs comparing several categories. Comparisons such as travel at 33% versus 3% and business/work at 26% versus 19% help the reader follow the data. However, progression is uneven: the overview’s “replaced by” claim blurs the distinction between the charts, and the final paragraph moves through social contacts, personal development and general interest without a clear organising principle. Linking words such as “Similarly,” “However,” and “In contrast” are used, but some connections do not accurately express the relationship between the figures. Group the largest categories first, then the smaller ones, and use transitions that clearly signal comparison or contrast.

Lexical Resource: Band 5.5

You use a reasonable range of task-related vocabulary, including “accounting,” “increases,” “decrease,” and “general interest,” and the reader can understand the main comparisons. However, several choices are imprecise or unnatural, such as “do not contain much weight,” “learn international languages,” and “develop their personality.” There are also spelling errors in “foriegn,” and phrases such as “which is even better than recent changes” do not convey the intended comparison clearly. Aim for standard chart-report language and accurate collocations, for example, “accounted for,” “the proportion reporting,” and “rose to.” These improvements would make the descriptions more precise without requiring more elaborate vocabulary.

Grammatical Range and Accuracy: Band 5.0

You attempt a mix of simple and more complex sentences, including comparisons introduced by “whereas” and “as opposed to.” However, errors in sentence structure, agreement, articles and punctuation are noticeable. For example, “The given pie charts shows” has a plural-subject agreement error, while “the concern of teachers that why” is not a well-formed clause. The sentence beginning “In overview” also contains a fragment-like construction and an unclear link between its clauses. Commas are often misplaced or missing, as in “recent changes.while” and “19% , increases.” Use complete sentences with a clear subject and verb, check singular/plural agreement, and punctuate each comparison carefully.

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