Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-22
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 charts below show exports from various EU countries to India and China in 2001 and 2011. Overall, Germany had the most proportion in 2001 and 2011. By contrast, Finland, Spain and Netherlands had the lowest proportion through this term. In 2001, United Kingdom and Belgium had 25% respectively and the most proportion of exports of Goods to India. On the other hand, Austria had 1% and the lowest proportion in the pie chart. Export of Goods to China, Germany had 38% and the most proportion in the pie chart. By contrast, Austria and Spain had 2% and the lowest proportion in the chart. Regarding chart in 2011, Germany had 25% and accounted the most highest ratio. On the other hand, Austria and Finland had 2% respectively and the lowest ratio in the chart. As for exports of Goods to China, Germany accounted 48%.On the other hand, Finland and Austria accounted 2% respectively.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the data, but it lacks a clear structure and fails to effectively compare the two years or the two destinations. While you identify some key figures, the report is essentially a list of data points rather than a cohesive summary. You mention 'Germany had the most proportion' but do not provide a clear overview or highlight significant trends or shifts between 2000 and 2011. To improve, you should group the data more logically—perhaps by country or by year—and ensure you provide a clear 'overview' paragraph that captures the main trends rather than just listing individual percentages.
Coherence and Cohesion — Band 5.0
The response lacks paragraphing, which makes it difficult to follow. The information is presented in a series of short, repetitive sentences that lack logical flow. While you use some cohesive devices like 'By contrast' and 'On the other hand', they are used mechanically and sometimes incorrectly. For example, 'Regarding chart in 2011' is an awkward transition. To improve, you should organize your response into distinct paragraphs: an introduction, an overview, and two body paragraphs focusing on specific comparisons. Using a wider variety of linking words would also help the ideas connect more naturally.
Lexical Resource — Band 5.0
Your vocabulary is somewhat repetitive, relying heavily on phrases like 'had the most proportion' and 'accounted the most'. The word 'proportion' is used incorrectly in several instances; 'share' or 'percentage' would be more accurate. You also struggle with collocations, such as 'accounted the most highest ratio', which is grammatically incorrect and unnatural. To reach a higher band, try to vary your vocabulary by using synonyms and more precise terminology related to data description, such as 'dominated', 'constituted', or 'a significant portion'.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with article usage (e.g., 'Regarding chart in 2011' should be 'Regarding the chart in 2011') and prepositional phrases. Your sentence structures are quite simple, consisting mostly of basic subject-verb-object patterns. There is a lack of complex sentence structures, which limits your ability to show grammatical range. To improve, focus on using more complex sentence forms, such as relative clauses or subordinating conjunctions, and pay closer attention to basic grammar rules like subject-verb agreement and article usage.
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