Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 17 · 2026-09-19

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 4.5)

In this diagram we wiil see various categories of export earnings during 2015 and 2016 .In 2015 petrolium products were nearly 6 bilions and in 2016 it becomes more than that ,

as well as we can see engine goods were less than 6 bilions in 2015 but in 2016 it becomes 6 bilions ,

another category showing emsan jewellery is more than 50 bilions in 2015 whereas it becomes less than 50 bilions in 2016 ,

In agricultural products export earnings were 40 bilions in 2015 and in 2016 it becomes more than 40 bilions ,

last category about textiles export earnings in 2015 it is less than 40 bilions whreas it becomes more than 40 bilions in 2016 ,

there are percentage changes in values whereas petroleum products can be seen 3 % rising and with engineered goods and gems and jewellery decreasing 5.18%, also agricultural products and textiles can be seen increasing gradually 0.81% and 15.24%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The student attempts to cover the main categories from the chart and table, mentioning petroleum products, engineered goods, gems and jewellery, agricultural products, and textiles. However, the data interpretation contains major inaccuracies. For instance, the student states that petroleum products were 'nearly 6 bilions' in 2015 when the actual value was around 61 billion, and similarly misreads the other absolute figures from the y-axis. Furthermore, the summary of percentage changes includes factual errors based on the visual data (e.g., claiming gems and jewellery decreased when the table clearly shows a 5.18% increase). While an overview is attempted, the pervasive data errors prevent a fully satisfactory task response, aligning with Band 4.5 to 5.0.

Coherence and Cohesion — Band 4.0

The text is structured as a single massive run-on paragraph, separated mostly by commas rather than proper full stops or cohesive links. Sentences are loosely joined by repetitive phrases such as 'as well as we can see', 'another category showing', and 'last category about'. There is a lack of clear paragraphing, which makes the progression difficult to follow. Cohesive devices are either missing or used mechanically, leading to a choppy and disorganised read. This corresponds to the Band 4 descriptors for cohesion.

Lexical Resource — Band 4.0

The student's vocabulary is very basic and repetitive, frequently reusing verbs like 'become' and 'see'. There are numerous spelling mistakes ('wiil', 'petrolium', 'bilions', 'emsan') and lexical inaccuracies ('engine goods', 'emsan jewellery'). The range of vocabulary is severely limited and inadequate for discussing statistical data effectively, restricting the score to Band 4.0.

Grammatical Range and Accuracy — Band 4.0

The grammatical structures are extremely limited, consisting mostly of poorly constructed, overly long clauses linked with commas. There is a complete lack of punctuation control (missing capital letters and incorrect comma splices). Verb tense consistency is poor, and fundamental errors such as subject-verb agreement ('it becomes more than that', 'export earnings... it is less than') occur throughout. These frequent errors severely impede communication and mean the text sits at Band 4.0.

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

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