Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-13
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 gives us information about various EU export of goods to INDIA and CHINA in 2000 and 2011.
By having a coursory glance, it is vivid that, in India the export of goods in Austria and Finland were same in both years and in 2000 Belgium have only 25 percent but in 2011 it decreased by 5% in Belgium. Next in UK the export of goods in 2000 was about 29%,while in 2011 it was only 13%. As well in France,Neitherland and Spain, sweden increased by 1% in 2011 as compared to 2000. At last in Italy there was 7% good export in 2000 but it increased in 2011 by 2% and came to 9% export aproximately.
Moving further, it is lucid that in Austria and Belgium the export of goods were same in both year. Ahead in Neither land it was increased 1% and decreased 1% in Italy in 2011. Further in UK there was 9% good was export in 2000 but it decreased by 2% in 2011. At last in 2000 china export good from Germany was 38% however in 2011 it increased by 10%.
To conclusion in China the good export is higher and the lower in Finland in 2011.As in India the higher rate of export was increased by 10% in Germany.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 4.0
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 and contains significant factual inaccuracies regarding the percentages provided in the prompt. For example, the claim that Belgium decreased by 5% or that Austria and Finland remained the same is not supported by the visual data. The response lacks a clear overview of the main trends, instead listing individual data points in a disorganized manner. The information is often contradictory, making it difficult for the reader to understand the actual changes in exports between 2000 and 2011.
Coherence and Cohesion — Band 5.0
The essay lacks logical progression. While there are some attempts at paragraphing and transition words like 'Moving further' and 'At last', the internal structure of the paragraphs is disjointed. The referencing is often unclear, as it is difficult to determine which country or year is being discussed in certain sentences. The use of cohesive devices is mechanical and sometimes inappropriate, which hinders the flow of information. The overall arrangement of ideas is confusing, and the lack of a clear structure makes it difficult to follow the comparison between the two years and the two destinations.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, often relying on basic structures to describe data. There are frequent errors in word choice and spelling, such as 'coursory' instead of 'cursory', 'Neitherland' instead of 'Netherlands', and 'aproximately'. The student struggles to use precise terminology for describing trends, often using 'increased' or 'decreased' without accurately reflecting the data. The range of vocabulary is insufficient to convey the information with the necessary precision for an Academic Task 1 response, and the errors occasionally impede the reader's understanding of the intended meaning.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that affect readability. There are issues with subject-verb agreement, such as 'the export of goods were same' and 'china export good from Germany was 38%'. Sentence structures are often simplistic or poorly constructed, leading to awkward phrasing like 'By having a coursory glance, it is vivid that'. Punctuation is also inconsistent, with missing spaces after commas and periods. While the meaning is generally discernible, the high frequency of errors in basic grammar and sentence structure prevents the response from reaching a higher band score.
See this exact question answered at other band scores — the same prompt compared across bands.
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