Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-11-14

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 charts illustrated the diverse exports of EU coutries from India and China in 2000 and 2011.

overall, charts show EU exports from India and China in 2000 .In contrast. the EU exports from India and China in 2011. All exports in 2011 was grow.

In 2000, UK export 29% that highest perportion in 2000 yet Austria eport only 1% that lowest rate in the chart.However, Sweden, Spain and Finland export 2%.on the other side, exports from China is totally different such as UK export only 9%. yet sweden at 2%.Germany export 38% that was highest figure in 2000.

In 2011, the greatest export was by Germany 25% yet Austria and Finland export only 2%. In the case of China, Germany was show largest share in expot yet Austria always had smallest share i

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify some relevant headline figures, including the UK’s 29% share of exports to India in 2000 and Germany’s leading 38% share for China that year. However, the overview is unclear and does not accurately summarise the main patterns: “All exports in 2011 was grow” is unsupported, since the charts show shares, not total export growth. Several details are missing or inaccurate; for example, Sweden’s share of exports to China in 2000 was 8%, not 2%, and the 2011 China figures are not meaningfully reported. The response therefore addresses the task only minimally, with limited and under-developed comparisons. It is also 15 words below the required minimum. Add a clear overview and compare the largest changes across both destinations.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response by year, with paragraphs beginning “In 2000” and “In 2011,” and you use contrast markers such as “However” and “on the other side.” This gives the reader some sense of the intended comparison. However, there is no clear overall progression: the opening overview is difficult to follow, and the final sentence is cut off, leaving the China comparison incomplete. Some linking expressions are used inaccurately or mechanically, and punctuation makes boundaries between ideas unclear, as in “chart.However” and “2000 .In contrast.” Group the information by destination or year consistently, use clear topic sentences, and ensure each comparison is completed.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “exports,” “highest,” “lowest rate,” and “largest share,” so the topic is generally recognisable. However, the range is limited and several spelling and word-choice errors make the report less clear, such as “coutries,” “perportion,” “eport,” and “expot.” Phrases such as “exports from India and China” also misrepresent the direction of trade; the charts show EU exports to those countries. “All exports … grow” is imprecise for data showing percentage shares. Aim for accurate chart language such as “accounted for,” “share,” and “rose/fell from … to …,” and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 4.5

The response attempts simple comparisons and some longer sentences, for example, “In 2000, UK export 29% that highest…” and “In the case of China, Germany was show largest share…”. However, the structures are very limited, and frequent errors in verb forms, articles, agreement, and sentence boundaries sometimes obscure the intended meaning. Examples include “All exports in 2011 was grow,” “UK export 29%,” and “Germany was show largest share.” Several clauses are joined without a clear grammatical relationship, while the final sentence is incomplete. Practise accurate past-tense reporting (“accounted for,” “was the largest”) and build comparisons with complete clauses, checking subject–verb agreement and punctuation.

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