Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-08-01

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)

Given diagram illustrates the exports goods made by different European countries to China and India during the period in 2011 and 2000. Overall it shows exports with India and China, also it can observed some countries export increased with time and and some drops. It is common in both countries.

Firstly I would like to talk about exports made with India in 2000 and 2011. In 2000 UK and Belgium were two greater exporter with India with 29% UK AND 25% Belgium and both dropped but somehow Belgium still had 20 % second to Germany in 2011 that had grown from 15% to 25%. Some other countries that were minor in exports but gained a little like Sweden, Spain, Italy, and Netherlands.

Secondly, most likely to exports with India exports increased from European countries since 2011. As Germany increased by 10%, Spain and Netherlands by 1% and other with 4% that has doubled from 4% in 2000. Some that decreased were Finland, Sweden, and UK.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to address the task but fails to provide a clear, accurate summary of the data. The description of the pie charts is confusing, particularly the attempt to compare India and China. The student mentions 'exports with India' and 'exports with China' but confuses the data points, such as stating UK and Belgium were the 'two greater exporter' in 2000 for India, which is not clearly supported by the visual data. The overview is weak and lacks a clear synthesis of the main trends. Key features are mentioned, but the analysis is disjointed and lacks the necessary precision to reach a higher band.

Coherence and Cohesion — Band 6.0

The response is organised into paragraphs, but the logical progression is hindered by unclear referencing and awkward transitions. Phrases like 'Firstly I would like to talk about' are overly informal for an Academic Task 1 report. The use of cohesive devices is mechanical and sometimes inaccurate, such as 'most likely to exports with India exports increased', which makes the relationship between ideas difficult to follow. The paragraphing is present but does not effectively group the information in a way that highlights the comparison between the two years or the two destinations.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive. The student relies on basic terms like 'increased', 'drops', 'gained', and 'greater'. There are noticeable errors in word choice and collocation, such as 'exports goods made by' instead of 'goods exported by' and 'two greater exporter' instead of 'two largest exporters'. The phrasing is often unnatural, which occasionally impedes the reader's ability to quickly grasp the intended meaning. To improve, the student needs to use more precise terminology related to data description, such as 'proportion', 'fluctuated', or 'accounted for'.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that affect clarity. There are issues with subject-verb agreement ('it can observed'), missing articles, and awkward sentence structures ('some countries export increased with time and and some drops'). The use of punctuation is inconsistent, and the sentence construction is often simplistic. While the student attempts to use complex ideas, the execution is faulty, leading to frequent errors. The control over basic grammar is insufficient to consistently convey information accurately, which limits the score in this criterion.

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