Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-08-12

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 4.0)

In 2000 eu exports 5 percent to India 95 percent to other various countries now in 2011 EU EXPORTS 9 percent and 95 to another countries

Exports to China is 4 percent but there is a big difference in exports coz there is hughe Margen of Germany 38 percent which is very big exports of the

In eu exports goods to China

Uk is 7 percent Sweden is 3 Spain is 3 Netherlands is 5 Italy is 8 again Germany is 48 very big difference France is 10 Finland is 2 Austria is 2 other 8 but there is conclusion is in 2000 Germany is 15 percent now in. 2001 Germany has give a huge comeback to 25 percent now 48 percent and uk has left competition in 2000 Uk is about 29 now Uk is 7 Italy is also far away then uk so here is my opinion Germany has a good comeback

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to adequately address the task. While it attempts to report data, the information is presented in a fragmented and often inaccurate manner. The summary of the pie charts is confusing, with mathematical errors (e.g., stating 5 percent and 95 percent for 2000, then repeating 95 percent for 2011). The response lacks a clear overview and fails to make meaningful comparisons between the two years or the two destinations. The inclusion of personal opinion ('here is my opinion') is inappropriate for an Academic Task 1 report, which requires an objective summary of data. Key features are not highlighted, and the data presentation is disorganized.

Coherence and Cohesion — Band 4.0

The response lacks logical organization and progression. There is no paragraph structure, and the text consists of a series of disjointed, run-on sentences. Cohesive devices are almost entirely absent, and where they are used, they are ineffective or misused (e.g., 'coz', 'again'). The lack of punctuation makes the text difficult to follow, and the referencing is unclear, making it hard for the reader to identify which data points correspond to which countries or years. The overall arrangement of information is chaotic, failing to guide the reader through the data.

Lexical Resource — Band 4.0

The vocabulary is very limited and repetitive. The student relies on basic terms and struggles to use appropriate terminology for describing data (e.g., 'huge Margen', 'give a huge comeback'). There are frequent errors in word choice and spelling, such as 'coz' (informal), 'hughe', and 'Margen'. The range of vocabulary is insufficient to convey the information with any degree of precision or academic tone. The student fails to use standard reporting verbs or comparative language necessary for describing trends or proportions in a professional manner.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that impede communication. There is a lack of sentence structure, with many fragments and run-on sentences. Punctuation is almost entirely missing, which makes the text difficult to parse. Subject-verb agreement is inconsistent (e.g., 'Germany has give'), and there is a lack of complex sentence structures. The errors are pervasive and occur throughout the text, significantly affecting the clarity of the information provided. The writing style is highly informal and unsuitable for an academic task.

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