Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-07-26

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 5.5)

The pie chart below provide the information different exports goods from EU countries like India and China from 2000 and 2011 selecting and reporting the important features and make comparison which country are better.

Overall, Europe exports of goods in both countries. India and china grow rates of export goods are vary to vary in different countries some rose and remaining decline in other year's. Contrast both countries which is better grow.

In 2000 and 2011, Europe exports of goods to India target many countries in Australia, Belgium, Finland , France, Germany goods are percentage rapidly decline in while 2011 are in rose as compared to 2000, and others countries itlay or other countries are grow 2%, while Netherlands, Spain, Sweden are increased 1%and United Kingdom are decline 16% in contrast 2011.

In 2000 and 2011, EU exports of goods to China, in Australia and Belgium goods are remained same grow. And Finland, Italy, Netherlands, and Spain are rise in 1% compared to 2000. Others countries goods rates are Germany 10% and other county 2% are increased while united Kingdom and Sweden steadily decline in the same period.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to address the task but fails to provide a clear or accurate summary of the data. The description of the pie charts is confusing, and the figures cited often do not align with the visual information provided. There is no clear overview of the main trends, and the attempt to compare countries is hindered by inaccurate reporting of percentages and trends. To improve, focus on identifying the most significant changes (e.g., the largest increases or decreases) and present these clearly rather than listing individual country data in a way that obscures the overall picture.

Coherence and Cohesion — Band 5.5

The essay is divided into paragraphs, which is a positive step, but the internal logic is weak. The progression of ideas is difficult to follow because the sentences are often disjointed and lack clear cohesive devices. Phrases like 'vary to vary' and 'in contrast 2011' are used incorrectly, which disrupts the flow of information. The referencing is also unclear, making it difficult for the reader to understand which data points are being compared. Using a wider range of linking words (e.g., 'whereas', 'in comparison', 'subsequently') would help improve the logical flow.

Lexical Resource — Band 5.5

The vocabulary is quite limited and repetitive. There are several instances of word-choice errors, such as 'grow rates' instead of 'growth rates' and 'target many countries' when referring to exports. The phrasing is often unnatural, which impedes the clarity of the report. To reach a higher band, you should focus on using more precise terminology related to data description, such as 'fluctuated', 'remained stable', 'accounted for', or 'experienced a significant rise'. Expanding your range of descriptive verbs and nouns will help you convey information more accurately.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that often cause confusion. There are issues with subject-verb agreement (e.g., 'pie chart... provide'), incorrect preposition usage, and awkward sentence structures. Many sentences are fragmented or lack the necessary grammatical components to be considered complete. While there is an attempt to use complex structures, they are often faulty, leading to a lack of clarity. Focusing on basic sentence construction and ensuring correct verb tenses—especially when describing past data—would significantly improve the accuracy of your writing.

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