Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The two figure represent the comparison of foregin language teachers in Britain, higlighting the motivation of student learing foreign language and recent change in there motivation.

As we can seen in first chart student are most in interest in travel which is around 33%. And most least interest is on foregin partner where as social contacts. Around 19% student have also shown interest on buying porperty overseas.For survile they want to learn foreign language for business or work so that they can spend their life on aboard.

We know that most student want to learn and gain foreign language for survile so that can do work and earn money. Foreign language help them to motivate and help in interaction between peoples. Most of people to travel foregin country so there is higest number of interest in student.

The least interest percentage in the chart is foreign partner because student want to go foreign country to study and make future. So there is less interest on personal development and social contacts beacuse of lanuage bariier. So language is the main reason of less general interest.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the broad topic and correctly note that travel is the leading reason in the first chart, at 33%, and that buying property overseas accounts for 19%. However, the report does not accurately describe the second chart, which shows reported recent increases: buying property overseas is highest at 34%, followed by business/work at 19%, while travel is only 3%. Instead, much of the response gives unsupported explanations about earning money, studying abroad and language barriers. Some first-chart details are also confused: foreign partner is the smallest category at 3%, but social contacts is not the same category. The response therefore addresses the charts only minimally. Focus on an accurate overview and comparisons, and avoid adding causes or opinions not shown by the data.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response by discussing the first chart and then moving to further comments, and phrases such as “As we can seen” and “We know that” signal transitions. However, the ideas do not progress in a clear report structure. The second chart is not systematically described, and the later paragraphs repeat claims about travel, work and motivation rather than developing comparisons between the two sets of figures. Connections such as “So” often introduce unsupported conclusions, while references like “they” and “there” do not always make clear who or what is meant. Use a concise introduction, an overview of the main contrasts, and separate detail paragraphs that group the figures logically.

Lexical Resource: Band 5.0

You use some task-related vocabulary, including “motivation,” “business or work,” “travel,” and “personal development,” so the topic is generally recognisable. However, the range is limited and several inaccurate or misspelled forms make the report difficult to read, including “foregin,” “learing,” “porperty,” “survile,” and “bariier.” Some expressions are also imprecise or unnatural, such as “most in interest,” “most least interest,” and “spend their life on aboard.” These choices sometimes obscure the intended meaning. Build a reliable set of chart-reporting terms and use precise labels from the visual, for example “the proportion of teachers reporting” and “the most commonly cited reason.” Proofread spelling and collocations carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer structures, including “because student want to go foreign country to study and make future,” but most sentences rely on simple patterns, and errors are frequent. Subject–verb agreement is inconsistent (“two figure represent,” “student are,” “language help”), and articles and plurals are often missing or incorrect (“in first chart,” “between peoples”). There are also faulty clause forms, as in “As we can seen,” and sentence boundaries and punctuation do not consistently clarify the ideas. These problems sometimes make the intended relationships hard to follow. Practise accurate simple sentences first, then add controlled comparisons using forms such as “whereas” and “while”; check agreement, articles and plural nouns in each sentence.

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