Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · IELTS Momentum Workout · 2026-07-28

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 6.5)

The pie charts compare the proportion of exports from different European nations to India and China in two different years 2000 and 2011.

Overall, India was the highest percentages exports gotten by UK in 2000, but in 2011 it decreased while, China got the highest exports from Germany in both years.

To begin with, UK exported to India the highest proportion around 29% in 2000. Belgium was the second nation who had expoted the 25% good in India in 2000. Spain, Sweden, Netherlands, Italy and Germany had exported around 2%, 2%, 4%, 7% and 15%in India. Austria was the least exported in 2000 around to 1%. Moreover, in 2011 Germany had the highest exported into India around 25% and Belgium was the second highest nation who was exported goods to India around 20%. Spain, Sweden, Netherlands, Italy and France had exported around 3%, 3%, 5%, 9% and 9% goods.

In China, the Gremany had exported the highest goods in both years around 38% in 2000 and 48% in 2011. In addition, Austria had exported the same percentages of number of goods in both years at 2%. Spain, Sweden, Netherlands, Italy and France had exported around 2%, 8%, 4%, 9%, and 13%.

AI examiner evaluation

Task Achievement / Task Response — Band 6.5

The response covers all parts of the task by identifying the main features of the pie charts. You have successfully highlighted key trends, such as the UK's decline in exports to India and Germany's dominance in China. However, the report is somewhat mechanical, listing data points rather than synthesising them into a more analytical overview. To improve, focus on grouping countries with similar trends rather than listing each one individually, which can become repetitive. The overview is present but could be more clearly separated from the body paragraphs to ensure the main trends are immediately apparent to the reader.

Coherence and Cohesion — Band 6.5

The essay is organised into logical paragraphs, and there is a clear progression of ideas. You use some cohesive devices, such as 'To begin with', 'Moreover', and 'In addition', to link your points. However, the use of these devices is sometimes repetitive or slightly unnatural. The referencing is generally clear, but the flow between sentences could be improved by using more varied transition words and avoiding the repetitive structure of 'Country X exported Y%'. Improving the variety of your linking phrases will help the text read more smoothly.

Lexical Resource — Band 6.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'proportion', 'highest', and 'decreased' correctly. However, there are several instances of awkward phrasing and word choice, such as 'highest percentages exports gotten by UK' and 'the least exported in 2000'. These errors do not impede communication, but they do limit the precision of your report. To reach a higher band, focus on using more sophisticated collocations and ensuring that your word forms (e.g., 'exporter' vs 'exported') are used accurately in context.

Grammatical Range and Accuracy — Band 6.0

You use a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors, particularly with verb forms and prepositions, such as 'Belgium was the second nation who had expoted the 25% good in India' and 'the Gremany had exported'. There are also minor punctuation and spelling errors (e.g., 'Gremany'). While these errors do not prevent the reader from understanding the data, they occur frequently enough to impact the overall accuracy of the writing. Focusing on subject-verb agreement and correct preposition usage will help improve your score.

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