Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-08-20

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 4.5)

The rendered pie chart depicts the information about various eu countries of India and china in 2000 and 2011 reporting the main features and make comparisons where relevant .

overall the highest change in Eu export of goods to India india because India is more develop in 2011 as campare to 2010 and the lowest Eu exports of good in china because that have not major changes in both years .

In 2010 Eu exports in India have 1% of Austria but in 2011 is 2% furthermore Germany have 15 % in last time period but in recent year that have gaining with 10%,italy have 7% in last year but that have 2% in next year and spain is also increase with 1% in second year .

In china Austria have 2% but in 2011 that was also same same as Belgium that was 5% in both years ,finland 6% in 2000 and that was decline in 2011 with 4% Itly have 9% in 2000 but that was 8% in 2011 which was decrease .united kingdopm have 9% in last year but that wa incline in former year with 2%.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to address the task but fails to accurately interpret the data. The introduction is poorly phrased and does not clearly state what the charts represent. The overview is confusing, as it makes unsubstantiated claims about India being 'more developed' and misidentifies the years (referring to 2010 instead of 2000). The data selection is inconsistent, and the comparisons are largely inaccurate or missing. The response lacks a clear focus on the 'main features' and trends, instead listing isolated figures with significant errors in data transcription. To improve, focus on identifying the most significant changes and grouping data logically rather than listing every percentage point.

Coherence and Cohesion — Band 5.0

The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is mechanical and often misused, such as 'furthermore' and 'in last time period'. Referencing is frequently unclear, making it difficult for the reader to follow the comparison between the two years. The sentences are often disjointed, and the lack of clear transitions between the data for India and China hinders the overall flow. To improve, use clearer signposting language and ensure that each paragraph has a distinct focus, such as one for India and one for China, with a clear summary statement.

Lexical Resource — Band 4.5

The vocabulary is limited and repetitive. There are frequent errors in word choice and spelling, such as 'Itly' for Italy, 'united kingdopm' for United Kingdom, and 'campare' for compare. The student relies on basic phrasing and struggles to use appropriate terminology for describing trends (e.g., using 'gaining with' instead of 'an increase of'). The lack of precision in describing the data significantly impacts the clarity of the report. Expanding your range of verbs and nouns related to data description, such as 'fluctuated', 'remained stable', or 'experienced a decline', would be beneficial.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that often impede communication. There is a lack of control over basic sentence structures, with many run-on sentences and incorrect verb tenses. For example, 'India is more develop in 2011 as campare to 2010' contains multiple errors in tense and word form. Punctuation is also inconsistent, with missing capital letters and incorrect spacing. The range of structures is very limited, consisting mostly of simple sentences with errors. To improve, focus on mastering basic subject-verb agreement and ensuring that sentences are clearly demarcated with appropriate punctuation.

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