Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-09-24

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 5.0)

THE CHAT ILLUSTRATES THE RATIO DIFFRENCES IN EACH CATEGORY OF EXPORT IN 2016 COMPARED WITH 2015.

OVERALL, THE EXPORT EARNINGS ARE DEMONSTRATED IN THE PICTURE. PETROLIUM PRODUCTS ARE HIGHEST EARNINGS WHILE, TEXTILES PRODUCTS ARE LOWEST EARNINGS.

TO BEGIN WITH PETROLIUM PRODUCTS,THIS PRODUCT WAS 61 BILLIONS$ EXPORT EARNINGS IN 2015 AND 63 BILLIONS$ IN 2016.IN CASE OF ENGINEERS GOODS EXPORTS BENIFITS WAS 58 BILLIONS& IN 2015 AND IN 2016, IT WAS 62 BILLIONS$. THE GEMS AND JEWELLERY IT WAS 52 BILLIONS$ IN 2015 AND DECREASED TO 50 BILLIONS $ IN 2015.AGRICULTURE PRODUCTS WAS 40 BILLIONS$ IN 2015 AND A SLIGHT INCREASED IN 2016 WAS 42 BILLIONS$.

IN LAST, TEXTILES EXPORT EARNINGS WAS 38 BILLIONS$ IN 2015 THEN IT WAS GOOD INCREASED IN 2016 UPTO 45 BILLION$.THE PERCANTAGE CHANGE IN VALUES BETWEEN 2015 AND 2016 IT WAS 3% IN PETROLIUM PRODUCATS AND 8.5% IN ENGINEERING GOODS.GERMS AND JEWELLERY DECLINED 5.18% WHILE, AGRICULTURAL PRODUCTS WAS INCLINED 0.81 %. THEN TEXILES RATIOS WAS ALSO INCLINED UPTO 15.24%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

The student attempts to address the task by reporting figures for both 2015 and 2016 across various categories, as well as the percentage changes. However, there are significant inaccuracies in the data reported compared to the source text. For instance, the student states that engineered goods exports were '58 billions& in 2015', whereas the actual figure is approximately 57, and gems and jewellery is stated as '52 billions$' instead of 43. While an overview is attempted, it is overly simplistic ('PETROLIUM PRODUCTS ARE HIGHEST EARNINGS WHILE, TEXTILES PRODUCTS ARE LOWEST EARNINGS'). The response addresses the task only partially due to the frequent data misinterpretations and limited development of main features.

Coherence and Cohesion: Band 5.0

The response is divided into paragraphs, attempting an introduction, overview, and body paragraphs. However, logical progression is hindered by poor transitions and mechanical cohesive devices such as 'TO BEGIN WITH', 'IN CASE OF', and 'IN LAST'. Referencing and linking are often awkward or inaccurate. Furthermore, the extensive use of ALL CAPS throughout the text negatively impacts the visual coherence and structural presentation of the essay. Overall arrangement shows some organisation, but cohesion is frequently faulty.

Lexical Resource: Band 4.5

The vocabulary used is basic and repetitive, with frequent spelling and word-formation errors, such as 'DIFFRENCES', 'PETROLIUM', 'BENIFITS', 'PERCANTAGE', 'PRODUCATS', and 'TEXILES'. The student attempts some less common terms like 'percentage change' and category names, but control is weak, and terminology is often inaccurate. These lexical errors cause noticeable difficulty for the reader and reflect a limited range appropriate for Task 1.

Grammatical Range and Accuracy: Band 4.5

The student uses a very limited range of sentence structures, relying heavily on simple sentences and repetitive patterns like '[Category] was [number] in 2015 and [number] in 2016.' There are frequent grammatical errors, including subject-verb agreement issues ('AGRICULTURE PRODUCTS WAS 40 BILLIONS$'), incorrect prepositions, and faulty tense usage. Punctuation is also problematic, with missing spaces and comma splices. Errors are frequent and can cause some difficulty for the reader.

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