Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-08-02

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)

Firstly i illustrate the pie chart that their are various different type of goods are exported from other countries to India and China from the year 2000 to 2011. As we can see that in 2000 "United kingdom" as exported with a massive 29% of goods to Indian which is positive way to export in that generation.

Secondly in my opinion other countries would also export with a quiet good quantity of EU exports of goods like their was a various countries instead which were also exporting like Austria, Belgium, Finland, France, Germany, Italy, Netherlands, Spain, Sweden and other but in 2001 the goods exporting rate massively decreased from United kingdom but increased from Germany of 25%, and we can watchout the pie chart that for China Germany was exporting the maximum goods of 38% in the year 2000 also in 2011 Germany started exporting with a maximum goods of 48% that is helping China with a outstanding supply of goods for their requirements that made a good move but in India goods are equally supplied from all the countries.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response attempts to describe the data but fails to provide a clear overview or a logical summary of the main features. The information is presented in a fragmented way, and there is significant confusion regarding the data (e.g., mentioning 2001 instead of 2011). The analysis lacks a clear comparison between the two years and the two destinations. The student focuses on subjective opinions ('in my opinion', 'that is helping China') rather than objective reporting of the data. To improve, focus on identifying the most significant trends, such as Germany's dominance in exports to China, and avoid personal commentary.

Coherence and Cohesion — Band 5.5

The essay is divided into two paragraphs, but the internal structure is weak. The use of cohesive devices is mechanical and often misused, such as 'Firstly i illustrate' and 'Secondly in my opinion'. The progression of ideas is difficult to follow because the sentences are not logically linked. Referencing is unclear, and the transition between the description of the UK and Germany is abrupt. To improve, use a wider range of linking words (e.g., 'In contrast', 'Furthermore', 'Conversely') and ensure that each paragraph has a clear, singular focus.

Lexical Resource — Band 5.5

The vocabulary is limited and repetitive. Phrases like 'massive 29%', 'quiet good quantity', and 'maximum goods' are imprecise and do not reflect the academic tone required for Task 1. There are also issues with word choice, such as 'watchout' and 'generation' (used incorrectly to refer to a year). The student struggles to use precise terminology to describe statistical trends. To improve, incorporate more academic vocabulary related to data description, such as 'proportion', 'fluctuated', 'significant increase', and 'accounted for'.

Grammatical Range and Accuracy — Band 5.5

The response contains frequent grammatical errors that occasionally impede communication. There are issues with subject-verb agreement ('their are various different type'), incorrect verb tenses ('as exported'), and awkward sentence structures. Punctuation is also inconsistent, particularly with the use of capitalization and commas. The range of structures is limited to simple sentences, with few attempts at complex grammar. To improve, focus on basic sentence construction, ensuring correct tense usage for past data, and practicing the use of relative clauses to combine simple ideas into more complex, fluid sentences.

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