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 provided bar chart illustrates the significant information about the change in proportion of export some product from 2015 to 2016 in one nation.
Overall, it is apparent that textile export percentage was growing. Moreover, gems and jewellery percentage was falling during the year.
On the one hand, in the year 2015 textile value is around 30 billions dollars and in 2016 was 40 billion dollars ten proportion change approximately 15.24% growing in textile value. Moreover, gems and jewellery in the year 2015 value was 50 billion dollars and in the year 2016 was around 49 billion dollars but transformation in percentage decreased from 5.18%.
On the other hand, petroleum and engineered good was the highest exporting product during the year 2015 and 2016. the former was 75 billion dollars in 2015 and at around 77 billion dollars in 2016. the latter 60 billion dollars in 2015 and 65 billion dollars in 2016 then petrol percentage change is 3% and engineered was 8.5% increase.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response attempts to summarize the export data, but it falls short in terms of accuracy and data selection. The student describes some trends, such as noting that textile export percentage was growing, but misinterprets several key figures. For instance, the text states that textile value in 2015 was around 30 billion dollars and 40 billion dollars in 2016, whereas the chart shows 26 billion and 31 billion. Similarly, the data cited for petroleum and engineered goods significantly departs from the provided visual. Furthermore, the overview is limited and lacks a comprehensive summary of the main trends across all categories, leading to a partial and inaccurate addressing of the prompt.
Coherence and Cohesion: Band 5.5
The response shows an attempt at organization by using paragraphing and basic transition signals such as 'Overall', 'On the one hand', and 'On the other hand'. However, the logical progression is hindered by inaccurate referencing and confusing data presentation. Cohesive devices are sometimes used mechanically or repetitively, and the grouping of ideas lacks clear structure, making it difficult for the reader to follow the comparisons smoothly. While the division into an introduction, overview, and body paragraphs is visible, the internal flow within paragraphs requires more precise connections.
Lexical Resource: Band 5.0
The vocabulary used is basic and repetitive, employing words like 'value', 'change', and 'percentage' frequently. There are noticeable lexical errors and awkward word choices, such as 'change in proportion of export some product' and 'engineered good was the highest exporting product', which reflect a limited range. Spelling and word formation errors also occur, such as missing plurals or incorrect prepositional collocations. To reach a higher band, the student needs to incorporate a wider variety of less common vocabulary and demonstrate better precision in word choice and collocation.
Grammatical Range and Accuracy: Band 5.0
The writing relies on a limited range of sentence structures, and attempts at complex sentences frequently result in grammatical errors. There are frequent mistakes with subject-verb agreement, tense consistency, and article usage, such as 'textile value is around' and 'petroleum and engineered good was'. Punctuation is also problematic, with sentences running together or lacking proper capitalization at the beginning of clauses. These frequent errors cause some difficulty for the reader and reflect a restricted control over grammatical structures.
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