Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · Cambridge IELTS 17 · 2026-10-04
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)
The cart 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.
Lets start us, this country expot petrolem products in 2015 like 5 billions and in 2016 there export up and come to 6 billions so in one year there petroleum products export grow. Secondly, in 2015 they export EN gineered goods their expot was on 6 billions but in 2016 their export grow 8.5%. Thirdly, they export gems and jewellery there export was good in 2015 but in 2016 their export dropped 5.18%. Fourth they export agricultural products there export was good in 2015 but in 2016 there export grew 0.81%. The last one is textiles their expot was normal but in 2016 their export grow 15.24%.
Every things export was good just gems and jewellery export decreased but the most one growing product was textiles.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.5 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response: Band 4.5
The response attempts to address the task by mentioning categories from the chart and table, but it fails to meet the minimum length requirement, falling significantly short of the 150-word threshold. Note that 31 words copied directly from the task prompt were not counted. Furthermore, the data reported is inaccurate and confused; for instance, the writer states that petroleum exports were 'like 5 billions and in 2016... come to 6 billions' whereas the chart shows figures around 61 and 63 billion. The overview is weak, stating simply that 'Every things export was good', which lacks precision and fails to highlight the key overarching trends effectively. Ideas remain limited and under-developed, resulting in a minimal response to the visual data.
Coherence and Cohesion: Band 4.5
The writing exhibits basic organizational attempts with transitional words such as 'Secondly', 'Thirdly', and 'Fourth', but the overall progression is hampered by poor paragraphing and a lack of clear logical flow. The response is divided into unmanageable blocks rather than a structured introduction, body, and overview. Cohesive devices are used mechanically and repetitively, with phrases like 'their export was good' appearing multiple times to link ideas, making the text disjointed. Referencing is also sometimes unclear, creating confusion about which data points relate to specific years or categories.
Lexical Resource: Band 4.5
Vocabulary usage is basic, repetitive, and heavily relies on simplistic terms. Words such as 'export' and 'good' are repeated excessively throughout the text ('their expot was good in 2015 but in 2016 their export...'). There are numerous spelling errors and incorrect word forms, including 'cart' instead of chart, 'expot' and 'EN gineered', and 'Every things' instead of Everything. These lexical limitations and frequent inaccuracies strain the reader and restrict the range of vocabulary to a very narrow, inadequate level for an academic task.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is very limited, consisting mostly of simple and frequently faulty sentence structures. There are persistent errors in verb forms, tenses, and subject-verb agreement, such as 'there export up and come' and 'textiles their expot was normal'. Punctuation is also poorly handled, resulting in run-on sentences like 'Lets start us, this country expot petrolem products in 2015 like 5 billions and in 2016 there export up...'. These frequent errors occur across basic and attempted structures alike, sometimes distorting meaning and causing difficulty for the reader.
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