Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 17 · 2026-08-03

IELTS Writing Task 1 question

below shows the value of one country’s exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

The graph which is shown in this picture demonstrates the exports earning of different products including petroleum followed by textiles and jewellery products. In this repot, I'm discussing about the products which are exported more or less between 2015 and 2016 and also draw conclusion as well.

First of all, the petroleum products had increased its exportations from 60 billion dollars in 2015 to 70 billion dollars in 2016. Secondly, engineering goods which exported more in 2016 as compared to previous year. Furthermore, gems and jewellery totaled 50 to 55 billion dollars during those 2 years.

In addition, agriculture products and textiles amounted to 40 billion dollars in 2016. Trends of exported goods from each category had started decreasing from 2015. In fact, different fluctuations were seen in 2016 exportations.

To sum up, from 2015 to 2016 significant proportion of products were changed their exported income during 2 years. Sometimes each category generated more profit than other category.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task but fails to provide a clear overview or accurately report the data. The student mentions specific figures, such as petroleum increasing from 60 to 70 billion, but the analysis is disjointed and lacks a cohesive summary of the main trends. Furthermore, the claim that 'trends of exported goods... started decreasing from 2015' is not supported by the data provided in the prompt. The response lacks a clear comparison of the percentage changes, which was a key requirement of the task. The information is presented in a fragmented manner, making it difficult to identify the most significant features of the table.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, but the logical progression is weak. While the student uses some cohesive devices like 'First of all,' 'Secondly,' and 'In addition,' these are used mechanically and do not always connect ideas logically. The introduction is somewhat informal ('In this repot, I'm discussing about...'), and the conclusion is vague, failing to synthesize the information effectively. Referencing is sometimes unclear, and the transition between the data points and the summary is abrupt, which hinders the overall flow of the response.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive. The student relies on basic terms like 'products,' 'amounted to,' and 'generated.' There are also some awkward collocations and word choices, such as 'exportations' (instead of 'exports') and 'export earning' (instead of 'export earnings'). The range of vocabulary is insufficient to convey the data with precision. While the meaning is generally clear, the lack of variety and the occasional misuse of terminology prevent the response from reaching a higher band score.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and some attempted complex sentence structures. However, there are frequent grammatical errors, such as 'which exported more' (missing subject/passive voice), 'significant proportion of products were changed their exported income' (incorrect passive/active construction), and 'than other category' (missing article). Punctuation is generally acceptable, but the sentence construction is often clumsy. These errors do not completely impede communication, but they are noticeable and occur throughout the text, indicating a lack of control over more complex grammatical forms.

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