Band 7.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.0 · IELTS Momentum Workout · 2026-07-27

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 7.0)

The given pie charts depict the exported goods from different European countries to India and China in 2000 and 2011.

Overall, Germany was one of the most significant importers for both India and China in both years, whereas Austria was one of least significant importer for both.

For India, the highest number of goods were exported from UK(29%) in 2000, which reduced to 13% in 2011. Belgium remained the second highest contributors in both time periods. Germany exported 15% items to India, which increased to 25%, making it the highest contributor. Sweden, Austria, Spain, France, Italy and all other countries remained relatively stable with mild changes.

For China, in 2000, 38% goods were imported from Germany which increased to 48% in 2011 and remained the biggest importer for China. The contribution from others became double in 2011 from 4% to 8% along with slight increase in Spain and Netherlands as well. The imports from Austria and Belgium remained stable. The contributions from UK, Sweden, Italy, France, and Finland reduced in 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

You have successfully identified the main features and provided relevant comparisons between the two years. The overview clearly highlights the dominant role of Germany and the minor role of Austria. However, there is a significant conceptual error in your writing: you refer to the countries as 'importers' (e.g., 'Germany was one of the most significant importers'), whereas the charts depict EU exports to India and China. This misinterpretation of the data affects the accuracy of your reporting. To improve, ensure you carefully distinguish between the exporter and the importer based on the task prompt. Otherwise, the data selection is appropriate and covers all key trends.

Coherence and Cohesion — Band 7.5

The response is logically organized with a clear introduction, an overview, and two body paragraphs focusing on India and China respectively. The progression of ideas is easy to follow. You use some cohesive devices such as 'whereas', 'in both time periods', and 'along with', which help link your points. However, the referencing is occasionally slightly repetitive, and the transition between sentences could be more varied to improve the flow. Paragraphing is used effectively to separate the two distinct data sets, which is a strength of your response.

Lexical Resource — Band 6.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'significant', 'contributors', and 'stable'. However, the persistent misuse of 'importers' instead of 'exporters' is a lexical error that impacts the clarity of your report. There are also some minor inaccuracies, such as 'highest number of goods were exported', where 'proportion' or 'percentage' would be more precise. To reach a higher band, focus on using more precise terminology related to data description and ensure your word choices accurately reflect the relationship between the entities described in the charts.

Grammatical Range and Accuracy — Band 7.0

You use a mix of simple and complex sentence structures, such as the relative clause in 'which reduced to 13% in 2011'. Most of your sentences are clear and easy to understand. There are some minor grammatical slips, such as 'one of least significant importer' (should be 'one of the least significant importers') and 'the highest number of goods were exported' (should be 'the highest proportion of goods'). Despite these occasional errors, your grammar is generally controlled and does not impede communication. Increasing the variety of complex structures would further enhance your score.

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