Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-08-14

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 5.5)

The pie charts illustrate exports of goods from different EU countries to India and China between 2000 and 2011.

Overall, major contribution from the Germany as it exported more goods to both India and China in both years . Other countries like Belgium and United kingdom also exported good amount of goods to India. rest all contries exported very less goods to India and China.

In 2000 UK and Belgium has exported more goods which is 29% and 25% to India and which is declined in next year as Uk exported 13% and Belgium is 20%. Germany peaks its exports from 15% to 25% from 2000 to 2011. Rest all countries exportation is less in 2000 and they maintain same stability upto 2011.

Major exportation of goods to China is made by Germany which is increased to 10% in 11 years, that is from 2000 to 2011. still after 11 years Germany is leading country in exporting the goods to China. While all other countries exported less than 10 % . In that few countries like Finland, France, UK, Sweden drops their exportation to China by 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response provides a general overview and identifies some key features, such as Germany's dominance. However, the analysis is inconsistent and lacks precision. For example, the statement that 'rest all countries exported very less' is vague and does not accurately reflect the data. Furthermore, the description of trends is sometimes inaccurate; for instance, claiming Germany's exports to China increased by 10% is a misinterpretation of the percentage points shown in the charts. The report would benefit from a more systematic selection of data points to support the main trends rather than listing percentages without clear comparative analysis.

Coherence and Cohesion — Band 6.0

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or inaccurate, such as 'rest all contries' or 'In that few countries'. The progression of ideas is sometimes disjointed, particularly in the transition between the overview and the body paragraphs. Referencing is occasionally unclear, making it difficult to track which specific countries or years are being discussed. Improving the use of linking words and ensuring clear logical flow between sentences would significantly enhance the coherence of the response.

Lexical Resource — Band 5.5

The range of vocabulary is limited and repetitive. Phrases like 'exported good amount of goods' and 'exported very less goods' are unnatural and lack the precision required for an Academic Task 1 report. There are also errors in word formation and collocation, such as 'exportation' used where 'exports' would be more appropriate, and 'peaks its exports' which is grammatically awkward. To reach a higher band, you should focus on using more precise terminology related to data description, such as 'accounted for', 'experienced a decline', or 'remained stable'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors that occasionally impede clarity. Issues include subject-verb agreement ('Germany peaks', 'UK and Belgium has exported'), incorrect tense usage ('which is declined'), and missing articles. Punctuation is also inconsistent, particularly with spacing and capitalization. While the meaning is generally understandable, the high frequency of errors in basic grammar prevents the response from reaching a higher band. Focusing on consistent tense usage and proofreading for basic subject-verb agreement would be beneficial.

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