Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

Task 1

The given pie chart illustrates the import of goods in India and China by Europe in 2000 and 2011.

Overall, it is clear that there are numerous countries who were involved in exporting goods to India and china. in India the biggest exportor are United kingdomes and Germany in different years, Whereas, Germany was the highest peacentage holding exportor to china in both years.

Of the eleven countries, the United kingdom was accounted for highest percentage with 29% in 2000 which gradually reduced to 13% of goods exporting to India in 2011. Moreover, the Belgium was the second biggest exportor to India with 25% which declined to one fifth. However, the Germany witnessed incline in the percentage of exporting from 15% to 25% in year 2011.

Turning to exporter of goods to china, the Germany was the biggest exportor by 38% of involvement which inclined to 48% in 2011. Whereas, the France which was holding 13% of percentage seen a slight fall to 10%.

Nevertheless, the other countries like Sweden, Spain, Netherlands, Italy and Austria were observed having contribution of less percentage to India and china with no more than about 10% of share exporting goods.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the data, identifying key trends for both India and China. However, the analysis is somewhat inconsistent. For instance, you mention the UK was the highest exporter to India in 2000, but the data shows Belgium at 25% and the UK at 29%, which is correct, yet you later state Germany was the highest exporter to China in both years, which is accurate. The overview is present but could be more analytical by highlighting the contrast between the growth in German exports and the decline in others. Some data points are slightly imprecise, such as describing 20% as 'one fifth' without linking it back to the original percentage clearly.

Coherence and Cohesion — Band 6.0

The essay is organised into logical paragraphs, with an introduction, an overview, and body paragraphs focusing on India and China respectively. Cohesive devices such as 'Moreover', 'However', and 'Turning to' are used to transition between ideas. However, there are some issues with referencing and flow. For example, the phrase 'the other countries like...' is a bit abrupt, and the use of articles is inconsistent (e.g., 'the Germany', 'the France'), which occasionally makes the text feel mechanical. Paragraphing is used appropriately to separate the two main destinations.

Lexical Resource — Band 5.5

You demonstrate an adequate range of vocabulary for the task, using terms like 'illustrates', 'witnessed', 'incline', and 'contribution'. However, there are several errors in word choice and collocation that hinder precision. For example, 'import of goods in India... by Europe' is inaccurate as the charts show exports from Europe to India. Additionally, 'exportor' is a misspelling of 'exporter', and 'holding 13% of percentage' is redundant and unnatural. The vocabulary is sufficient to convey the main points, but the lack of precision and spelling errors prevents a higher score.

Grammatical Range and Accuracy — Band 5.5

The response uses a mix of simple and complex sentence structures. While the meaning is generally clear, there are frequent grammatical errors, particularly with article usage ('the United kingdomes', 'the Germany', 'the France') and subject-verb agreement ('the biggest exportor are'). There are also issues with prepositions and word forms, such as 'incline in the percentage' (should be 'increase') and 'accounted for highest percentage' (missing 'the'). These errors are noticeable throughout the text, though they do not completely impede communication.

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