Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-07

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 5.0)

The pie chart illustrates the information about the EU exports of good to India and China in 2000 and 2011.

Overall, it can be seen that the highest numbers of ration in Garmany and lowest numbers of percentage in other. The Garmany had the highest numbers of percentage in all charts.

Firstly, in 2000 other had the lowest numbers of percentage just over 1% and Italy take the 71%. Moreover, United Kingdom use the 29% and Spain exports the 7% in 2000.

Secondly, in India other exports take the 30% but in China other exports use the 87%. Furthermore, United Kingdom take the small amount just over 5% in China but this percentage is climb in India 12%. Likewise, the France had remains same percentage in India and China 9%. Italy exports things in India 97% and ratio progressively decrease only 10%. In Spain exports of goods only 3% and percentage increase touch at the 31%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to address the task but fails to provide a clear or accurate summary of the data. The information presented is often confusing or factually inconsistent with the provided charts (e.g., claiming Italy had 71% or 97% in certain categories, which does not align with the visual data). The overview is vague and lacks a clear focus on the main trends or significant differences between the years and countries. The response struggles to select and report the main features effectively, leading to a disjointed presentation of data that does not clearly communicate the key comparisons required by the prompt.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, but the logical progression is weak. While transition words like 'Firstly', 'Secondly', and 'Furthermore' are used, they are often applied mechanically and do not always connect ideas logically. The referencing is frequently unclear, making it difficult for the reader to follow which country or year is being discussed. The lack of clear thematic grouping of data points hinders the overall coherence of the report, resulting in a series of disconnected statements rather than a cohesive analysis of the charts.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive, relying heavily on basic terms like 'numbers', 'percentage', and 'exports'. There are frequent errors in word choice and collocation, such as 'highest numbers of ration' and 'percentage is climb'. The student struggles to use precise terminology to describe trends or data points, often using 'take' or 'use' where more specific verbs like 'account for', 'constitute', or 'represent' would be appropriate. These lexical limitations occasionally impede the clarity of the information being conveyed.

Grammatical Range and Accuracy — Band 5.0

The response contains a high frequency of grammatical errors, including subject-verb agreement issues ('France had remains'), incorrect verb forms ('Italy take'), and awkward phrasing ('percentage is climb'). Sentence structures are mostly simple, and attempts at more complex sentences are often marred by errors that affect readability. Punctuation is generally functional, but the lack of grammatical control throughout the text makes it difficult for the reader to follow the intended meaning. Frequent errors in basic sentence construction are a significant feature of the writing.

See this exact question answered at other band scores — the same prompt compared across bands.

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