Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-03

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 5.0)

The image illustrate teachers of britain has notice students are enhanceing foreign language. The first pie chart represents their main idea why are their learning. The second pie chart represents how many changes has seen and their reasons.

The first pie chart give information of teachers reporting the following as most common reason for leaning, The highest reason is travel which many students after graduate many studnets want to study abroad that also business and work individuals after graduate their start to work in abrod country to get any opportunity. The lowest is foreign partner is about 3 percentage which is least in the pie chart.

The second pie chart represents teachers reporting recent rise in individuals for the following reasons, Highest us buying property in overseas many individuals after graduating they want to settle in different country and business or work is the second highest which many students want to start work which they need to communicate where want to go and least percentage in the pie chart is foreign partner and personal development is the lowest percentage in the pie chart.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the broad subject of both charts and correctly note that travel is the leading main reason, foreign partners the smallest, and buying property overseas the largest reported recent increase. However, the report only partially presents the data: it gives just the 3% figure and omits most of the chart’s key percentages and comparisons. The second chart is also misread when you call foreign partners and personal development the lowest; travel is lowest at 3%, while foreign partners and personal development are each 4%. The explanations about graduates studying or settling abroad are speculative and not shown by the charts. Include a concise overview and select accurate figures to support the main contrasts.

Coherence and Cohesion: Band 5.5

The response has a basic, recognisable structure: an introduction followed by a paragraph for each chart, and the reader can generally tell which chart is being discussed. This organisation supports the task at a simple level. However, progression within the paragraphs is weak: the first chart’s description moves from travel to an extended explanation and then to the smallest category, while the second repeats a similar pattern without systematically comparing the categories. Linking phrases such as “The highest” and “The lowest” are repetitive, and some references, including “their reasons,” are unclear. Organise each chart around a clear overview and then the most important figures, using precise links between comparisons.

Lexical Resource: Band 4.5

You use some relevant chart vocabulary, including “pie chart,” “percentage,” “highest,” and “lowest,” so the topic is usually identifiable. However, the range is limited and several word choices or collocations make the report awkward or unclear, such as “main idea why,” “recent rise in individuals,” and “settle in different country.” There are also repeated forms such as “represents” and “percentage,” and spelling errors including “leaning,” “abrod,” and “studnets” reduce accuracy. Aim for concise, conventional reporting language—for example, “main reason,” “teachers reporting an increase,” and “the smallest proportion”—and check spelling and word forms carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences, but control is inconsistent, and many sentences contain errors in basic structures. For example, “The image illustrate” has subject–verb disagreement, while “why are their learning” uses incorrect word order and pronoun form. In “The first pie chart give information,” the verb does not agree with its subject; “many individuals after graduating they want” also has an unnecessary repeated subject and an incomplete construction. Articles, plurals, and sentence boundaries are often unreliable, making some passages difficult to follow. Build accuracy with short, complete sentences first, then add controlled complex clauses. Check agreement, question-word order in indirect clauses, and punctuation when editing.

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