Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-11-11

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 5.0)

The pie chart illastrates about export goods from eurpoean countries among china and india from 2000 to 2011.

Overall the european export to china and india have different pie charts it also contain all european contries with their proper percentage in the era from 2000 to 2011.

In 2000 european have transports good to many other countries on the peak there is united kingdom having 29% and too much decline percentage of india which have atleast 4% in 2000.But in 2011 the transport of indians sharply increase upto 9% while other countries like germany have rosen percentage 25% in 2011.

In the same time their is also transportation to china from european have also 4.5% in 2000 its bocome on top in 2011 upto 7.5%.

It shows that both india and china have less exports of good in 2000 and it gradually increase upto 8 to 9 percent in 2011.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response makes a limited attempt to summarise the charts, but it does not clearly identify the main patterns across both destinations. It correctly notes that the UK had the largest share of exports to India in 2000 (29%) and that Germany’s share there rose to 25% in 2011. However, the claim that exports to China were “4.5% in 2000” and rose to “7.5%” is unclear and does not accurately describe the chart: Germany was the dominant exporter to China, increasing from 38% to 48%. The statement that both destinations had “less exports” and then increased to 8–9% is also unsupported; the charts show country shares, not total export volumes. To improve, give a clear overview and compare the leading countries and notable changes using accurate figures.

Coherence and Cohesion: Band 5.0

There is some basic organisation: the response begins with an introduction, gives an overview, and then attempts to discuss India and China. Linking phrases such as “Overall,” “In 2000,” and “In the same time” help signal movement between points. However, the progression is difficult to follow because the comparisons are not clearly grouped by destination or year, and several references are ambiguous. For example, “the transport of indians” and “their is also transportation to china” do not make clear which country’s export share is being described. The overview mostly repeats that the charts differ rather than summarising their main features. Organise the body into clear India and China comparisons, and use precise references to countries, years, and shares.

Lexical Resource: Band 5.0

The response uses a small range of task-related vocabulary, including “percentage,” “increase,” “decline,” and “exports,” so the general topic is recognisable. However, word choice and spelling errors frequently make the meaning unclear. Phrases such as “transportation to china,” “on the peak,” and “too much decline percentage” are not natural ways to describe export shares, while “rosen” and “bocome” are misspelled. “European countries” and “EU” would also be more precise than the repeated, unclear references to “european.” Build a reliable set of chart-description terms, such as “accounted for,” “share,” “rose,” and “fell,” and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple statements and longer sentences, but control is inconsistent, and errors often make relationships between ideas difficult to understand. For example, “the european export to china and india have different pie charts” has problems with the subject and verb, while “In 2000 european have transports good” uses an unclear tense and sentence structure. There are also errors in articles, agreement, and punctuation, as in “their is also transportation to china from european have also 4.5%.” Most sentences rely on basic patterns, and the longer attempts are not reliably controlled. Practise accurate past-tense reporting and simple comparison structures first, then combine them with clauses such as “while” or “whereas.”

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