Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Complete Catalyst · 2026-11-05

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)

two pie charts illustrate the reason of learning foreign language, first chart shows the most common reasons of learning and the second chart shows the recent increase in learning process.

percentage shows that most of the people learn foreign language for the traveling porpose which has higest rank in the chart which is 33% . and 26% people learn foreign language for work purpose or business.after that 19% learn language for buying property from the overseas and 7%people Learn language for the social interests and personal development . only 5% people learn due to general interests and according to the lowest percentage of people learn foreign language is only 3%.

second chart showsthe recent reasons to increase in the language learning in which 34% people learn due to buying property from overseas and 19% learn foe the business or work purpose.socia mefia and no change represented 15% while general interests shows 6%. personal development and and foreign partners both stood at 4%. And lowest ratio of people is 3% who are learn language for the travelling purpose.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main pattern in the first chart: travel is the leading reason at 33%, followed by work/business at 26%, and you correctly note that buying property overseas leads the second chart at 34%. However, the report does not clearly explain that the second chart concerns teachers’ views of recent changes, and it treats its categories as reasons people learn rather than reported increases or no change. Some figures are also misreported: social contacts is called “social media,” and the 15% “no change” category is grouped with it as though both were reasons for learning. There is no clear overview comparing the charts’ key contrasts. Select the most important features, describe what each chart measures accurately, and distinguish increases from unchanged responses.

Coherence and Cohesion: Band 5.5

The response follows the two charts in order, and phrases such as “first chart” and “second chart” help the reader recognise the shift in topic. It also presents several figures in a broadly descending sequence for the first chart. However, the information is largely delivered as a running list, with no separate overview to establish the main comparisons. Connections between details are sometimes unclear: “social media and no change represented 15%” makes it difficult to tell which category the figure belongs to, while the repeated use of “and” produces a mechanical flow. Use distinct paragraphs for an overview and the two charts, and group figures by their significance rather than listing every category in sequence.

Lexical Resource: Band 5.0

You use relevant chart vocabulary such as “percentage,” “highest rank,” “lowest percentage,” and “stood at,” so the reader can generally follow the comparisons. However, the range is limited and several word-choice or spelling errors reduce precision. “Traveling porpose” is an inaccurate form, “learn foe the business” contains a typo, and “social media” changes the chart’s “social contacts” category. Phrases such as “recent reasons to increase in the language learning” are also awkward and do not clearly express the chart’s meaning. Build a more accurate set of reporting expressions, including “accounted for,” “was the most commonly cited reason,” and “teachers reported an increase,” and check spelling and category labels carefully.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine information in longer sentences, for example by linking a figure to its ranking with “which has higest rank in the chart.” However, sentence structures are limited, and errors occur frequently in agreement, articles, and sentence formation. Examples include “two pie charts illustrate the reason,” “percentage shows,” and “second chart showsthe recent reasons,” where singular/plural forms and articles are not controlled. The sentence beginning “only 5% people learn” also lacks a grammatical link between the figure and the reason. Use a reliable pattern such as “Travel was cited by 33% of teachers as the most common reason,” then vary it with accurate comparisons. Check sentence boundaries and punctuation, especially the full stops and spacing around figures.

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