Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Complete Catalyst · 2026-11-02

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 above pie chart demonstrate the responses by teachers on the survey concerning many students are learning foreign language in britain.

As first pie chart demonstrate the main reason for learning a foreign language, majority percentage of students learning foreign language for travling purpose its is about 33% ,whereas students learning foreign language for business/ work is about 26% ,other 19% students are learning foreign language for buying property overseas , students learning foreign language for their personal development and social contacts is for 7%, 5% for general interest and the least percentage is 3% of students learning foreign language for foreign partner.

The second pie chart demonstrate the percentage of teachers reporting recent increase in people learning for the reasons such as majority of people learning foreign language is 34% for buying property overseas and the least number of people learning for travel which is 3% ,15% of people is learning for social contacts and no change ,4% for personal development and foreign partner ,6% people learning foreign language for their general interest.

In my perspective the difference between first and second pie chart is their is decrease in percentage in peeple who is learning forgein language for traveling purpose.where as their rose in percentage in people learning foreign language for buying property overseas in second pie chart.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the main reason in the first chart as travel (33%) and correctly report several other figures, including work (26%), overseas property (19%) and the smallest category, a foreign partner (3%). You also capture the second chart’s leading figure, buying property overseas (34%), and its low travel figure (3%). However, the report does not clearly explain that the second chart records teachers’ views about recent increases, rather than the overall number of learners; phrases such as “34% of people learning” blur this distinction. The closing comparison focuses on only two categories, and the overview is limited. To strengthen the report, state the key contrast clearly and describe the second chart consistently as teachers reporting an increase.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: it introduces the charts, discusses each in turn, and ends with a comparison. This makes the main information possible to follow. However, progression within the paragraphs is mostly a list of figures, and the final paragraph repeats two points rather than drawing together the main patterns. Linking expressions such as “whereas” and “where as” are attempted, but their use is sometimes awkward, and the long second-chart sentence groups several figures without a clear sequence. Organise the report into a concise overview followed by focused details for each chart, and use clear comparisons to connect related categories. This would make the progression more consistent and reduce the list-like effect.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “business/work,” “buying property overseas,” “general interest” and “personal development,” so readers can identify the categories being discussed. There is also some attempt to vary phrasing with “majority,” “least” and “difference.” However, vocabulary is repetitive, especially “people learning foreign language,” and several choices or spellings reduce precision: “travling,” “forgein,” and “peeple” are noticeable, while “percentage of students” is not the same as the chart’s percentage of teachers reporting reasons. Use accurate chart-reporting phrases such as “teachers cited” or “the share of responses,” and check spelling. More precise, varied wording would improve clarity without changing the data.

Grammatical Range and Accuracy: Band 5.0

You attempt longer sentences and comparisons, for example, “whereas students learning foreign language for business/work is about 26%,” but control is inconsistent. Subject–verb agreement is often faulty (“pie chart demonstrate,” “percentage … is”), and articles and plural forms are frequently missing, as in “learning foreign language” and “students … is.” Some sentences run together with commas, particularly the first chart description, making relationships between figures harder to follow. The final sentence also has an unclear construction: “their is decrease … where as their rose.” Practise accurate simple reporting patterns first, such as “The chart shows that…” and “The figure for travel fell to…,” then combine them with carefully punctuated comparisons.

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