Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · IELTS Momentum Workout · 2026-08-08

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 7.5)

The pie charts illustrate trade from ten European Union (EU) countries to India and China with 'other' being the eleventh option. The data is collected in the years 2000 and 2011.

Firstly, in the year 2000, there are two main EU providers of exports to India including the UK and Belgium with over half of total exports coming from these two countries alone. What is more, in the same year, Germany alone is the largest EU provider to China, accounting for over one third of the total exports. Overall, Austria is the lowest EU provider to both India and China in 2000, totalling similar percentages at one and two percent respectively.

Moreover, when we consider the year 2011, Germany overtakes Belgium and the UK as the main EU provider to India. German exports increase by 10% providing a quarter of the exports. In conjunction with the UK and Belgium, these three EU countries export almost 60% of the total to India. Similarly to the year 2000, Austria remains the smallest export provider ar 2%.

In terms of exportation to China in 2011, Germany constitutes for almost half of the total making them the largest exporter to China just as they were in 2000. Notably, Austria is once again the lowest provider again accounting for 2% overall.

AI examiner evaluation

Task Achievement / Task Response — Band 7.5

The response covers all parts of the task well. You have successfully identified the main features, such as Germany's dominance in 2011 and Austria's consistent position as the lowest exporter. Comparisons are made throughout, and the data is used effectively to support the summary. The overview is clear, and the information is accurately reported. To reach a higher band, ensure that you consistently highlight the most significant trends rather than listing individual data points, although you have largely avoided this here. The response is well-developed and provides a clear picture of the changes between 2000 and 2011.

Coherence and Cohesion — Band 7.5

The response is logically organized with a clear progression of ideas. Each paragraph has a distinct focus, moving from an introduction to the year 2000, then to 2011. You use a range of cohesive devices such as 'Firstly', 'What is more', 'Moreover', and 'In conjunction with', which help the reader follow the argument. Paragraphing is used appropriately to separate the time periods. The flow is smooth, and referencing is generally clear, though some transitions could be slightly more sophisticated to improve the overall cohesion.

Lexical Resource — Band 7.0

You demonstrate a sufficient range of vocabulary to convey the information clearly. Phrases like 'main EU providers', 'accounting for', and 'constitutes for' (though the latter is a slight collocation error) show an attempt to use more precise language. There is an awareness of style appropriate for an academic report. To improve, avoid minor errors in word choice, such as 'constitutes for' (which should be 'constitutes' or 'accounts for') and 'exportation' (where 'exports' would be more natural). The vocabulary is adequate for the task and allows for precise reporting of the data.

Grammatical Range and Accuracy — Band 7.0

The response uses a mix of simple and complex sentence structures. Most sentences are error-free, and the meaning is always clear. There are occasional minor errors, such as 'ar 2%' (a typo for 'at') and the aforementioned 'constitutes for'. However, these do not impede communication. You show good control over grammar and punctuation, and the use of comparative structures is accurate. To aim for a higher band, try to incorporate a wider variety of complex grammatical structures, such as passive voice or more varied subordinate clauses, to demonstrate greater flexibility.

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