Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

In my opinion data provided in this chart for report writing describes as we start percentages from low percentage 3% are the foreign partners. 7% are those who tries for personal development. the other 7% are social contacts. 5% are those who have general interest and 19% are the people buying properties in overseas they obviously should have learned the language for communication and speaking for living there and break the language barrier and rest a large number is 33% of travellers who travels from different countries to visit for their different purposes some are there for vacations,tourists, and may be for their business or students so the language is the main and important thing or way of communication in foreign counties for understanding or conveying your message to other peoples and explore it more when you have any knowledge of their lanuage and rest 26% are business or workers

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies several figures from the first chart, including travel at 33%, business/work at 26%, and buying property overseas at 19%, so it shows some awareness of the data. However, it does not report the second chart at all, despite this being a central part of the task, and it gives no clear overview of the main patterns across both charts. Much of the response shifts into speculation about why travellers learn languages, such as visiting for holidays, study, or business; these explanations are not shown by the chart. The final figure for business/work is also left without a clear comparison or summary. To improve, describe both charts objectively, highlight the largest and smallest categories, and avoid adding unsupported explanations.

Coherence and Cohesion: Band 3.5

There is a loose sequence through several categories in the first chart, and linking expressions such as “the other,” “and,” and “rest” attempt to connect the information. However, the response is presented as one long, difficult-to-follow paragraph, with no clear introduction or overview and no separation of the two charts. The repeated use of “rest” does not make the relationships between figures clear, while the extended sentence about travellers combines several unrelated ideas and obscures the data. Organise the report into clear stages: introduce what the charts show, summarise the main patterns, then compare selected figures. Use concise linking phrases to show contrasts and avoid chaining many points together.

Lexical Resource: Band 5.0

The response uses some relevant topic vocabulary, including “personal development,” “general interest,” “social contacts,” and “business,” and it attempts to describe communication and language learning. However, the range is limited and several expressions are imprecise or unnatural for an academic report, such as “start percentages from low percentage” and “people buying properties in overseas.” Spelling errors, including “lanuage” and “counties,” also reduce accuracy. Some wording becomes conversational and speculative rather than suitable for describing data. Aim for precise reporting vocabulary and collocations, such as “accounted for,” “the largest proportion,” and “teachers reported an increase,” while checking spelling and avoiding informal explanations.

Grammatical Range and Accuracy: Band 4.5

The response attempts some longer sentence structures, but these are often difficult to control, and there are frequent errors in agreement, sentence boundaries, and punctuation. For example, “7% are those who tries” has a subject–verb agreement error, while “33% of travellers who travels” repeats this problem. The long sentence beginning “the other 7% are social contacts” runs through several ideas without clear punctuation, making the relationships between clauses hard to follow. There are also inconsistent sentence openings and missing capitalisation after full stops. Use shorter, complete sentences to report each comparison, check singular and plural agreement, and punctuate clauses clearly before attempting more complex structures.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.