Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 17 · 2026-10-03
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 5.0)
The graph illustrates about a country's exports in different products during the year 2015 & 2016 and similarly the table also ilustrates the products with the help of percentage by comparing the both year 2015 and 2016.
Overall, the petroleum products are exported the most in both the years. Similarly, the least export is of textiles products in both years 2015 and 2016.
Although, the most exports are of petroleum products which is about 65% in 2015 & 68% in 2016. The engineered goods are secondly the most exported which is about 60% in 2015 and 65% in 2016. Thirdly, gems and jewellery were the most exported items which were about 55% in 2015 & 50% in 2016.
Furthermore, the agricultural products were exported about 40% in 2015 & 45% in 2016 followed by the least exported item which was textiles which was sold about 35% in 2015 and 40% in 2016.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.0
The response addresses the task only minimally, fitting the criteria for this band. While the writer attempts to summarise the data from the mixed charts, the figures reported are heavily inaccurate and fail to reflect the actual values in the visual data (for instance, stating petroleum products were at 65% when the chart measures them in billions around 61 and 63). Furthermore, the overview is very basic and misses key structural trends, such as the overall growth across most categories and the specific percentage changes provided in the table. To reach a higher level, the response must accurately report data from the prompt and provide a fully developed overview of the main trends without confusing units or inventing figures.
Coherence and Cohesion: Band 5.5
The response shows some organisation through basic paragraphing, separating the introduction, overview, and body paragraphs. However, there is no clear overall progression or logical flow between ideas. Cohesive devices are used mechanically or are repetitive, such as starting multiple consecutive paragraphs with transitional words like 'Although' and 'Furthermore', which are also used incorrectly in context. Referencing is sometimes unclear, and the links between sentences do not always create a smooth reading experience. To improve coherence, the writer needs to ensure that cohesive devices are used accurately and that information is grouped logically to guide the reader through the data smoothly.
Lexical Resource: Band 5.0
The vocabulary used is limited and minimally adequate for the task, with noticeable errors that occasionally cause difficulty for the reader. The student relies on basic terms such as 'products', 'goods', and 'items', and makes persistent word-choice and spelling errors, such as 'ilustrates' instead of 'illustrates'. There are also issues with vocabulary selection regarding the data units, treating quantities as percentages incorrectly. To achieve a higher score, the writer must expand their lexical range to include more precise descriptive vocabulary for visual data and improve spelling and word formation to ensure clear communication.
Grammatical Range and Accuracy: Band 5.0
The response demonstrates a very limited range of grammatical structures, relying primarily on simple sentences and repetitive patterns. Attempts at complex or comparative structures often result in faulty grammar, such as 'the least export is of textiles products' and awkward relative clauses. There are frequent errors in verb forms, articles, and prepositions within grammatical patterns, which can cause some difficulty for the reader. To progress to a higher band, the writer needs to incorporate a wider variety of error-free complex sentences and exercise better control over basic grammatical agreement and sentence construction.
See this exact question answered at other band scores. The same prompt compared across bands.
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