Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-11-05

IELTS Writing Task 1 question

The pie charts below show exports from various EU countries to India and China in 2000 and 2011.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

EU Exports of Goods to India and China in 2000 and 2011

Student answer (Band 4.0)

The pie chart depicts exports from different EU countries to india and china in 2000 and 2011.

Overall, it is clear that in 2000 eu exports of goods to india sweden and spain same percent at 2.

Beginning with 2000 the eu exports of india united kingdom high percent at 29 .sweden and spain at 2 percent. France and italy at 8 and 7 percent respectively.

Austraia exports of india at 1 percent and other countries fell down .

on the other in 201q united kindom exports if india fell down at 19 and other countries increa

sed

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the chart topic and includes a few relevant figures, such as the UK’s 29% share of exports to India in 2000 and Austria’s 1%. However, it covers only a small part of the data: it gives almost no account of exports to China and does not provide a meaningful overview of the main patterns across both destinations and years. The claim that the UK share in India fell to 19% in 2011 is inaccurate; the chart shows 13%. The statement that “other countries fell down” is unclear and unsupported. The response is also 88 words, below the required 150, leaving the task substantially incomplete. To improve, summarise the dominant shares and key changes for both India and China, using accurate comparisons.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response, beginning with an introduction and then moving to details about 2000 and 2011. Phrases such as “Overall,” “Beginning with 2000,” and “on the other” signal some progression. However, the overview does not actually summarise the main features, and the sequence is difficult to follow because the response shifts between years and countries without consistently identifying the comparison. The final sentence is broken across lines and ends unfinished (“increa sed”), while punctuation and spacing also interrupt the flow. Grouping the information into an overview followed by clear paragraphs for India and China, and completing each comparison, would make the organisation easier to follow.

Lexical Resource: Band 4.5

The response uses some relevant chart vocabulary, including “exports,” “percent,” and “respectively,” and the reader can recognise the general subject. However, the range is narrow and several expressions are inaccurate or unclear, such as “other countries fell down” and “united kingdom exports if india.” There are also spelling and word-form problems, including “Austraia,” “increa sed,” and inconsistent capitalisation of country names. These errors make parts of the message difficult to interpret. Use precise reporting language such as “accounted for,” “share,” “rose,” and “declined,” and check spelling and country names carefully. Avoid vague phrases like “other countries” unless the chart’s “Other” category is clearly identified.

Grammatical Range and Accuracy: Band 4.5

The response attempts a few sentence forms, including an introductory clause (“Overall, it is clear that…”) and a comparison using “respectively.” However, most sentences are incomplete or lack clear grammatical relationships. For example, “France and italy at 8 and 7 percent respectively” has no main verb, and “Austraia exports of india at 1 percent” is also a fragment. The opening sentence omits necessary articles and uses inconsistent capitalisation, while “the eu exports of india” does not form a clear grammatical phrase. Punctuation is also unreliable, with missing spaces after full stops and an unfinished final sentence. Practise complete subject–verb sentences, for example, “France accounted for 8% of exports to India in 2000,” and proofread sentence boundaries.

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