Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The rendered pairs of pie chart depicts the information about exports from various EU countries to India and China in 2000 and 2011. The data has been calibrated into percentile.

Overall, it is crystal clear that exports of goods to India and China in previous year was highest in Germany however the lowest exports in another year was in Austria.

At a fleeting glance, exports of goods by Austria to India was 1% in 2000 which rises to 2% in year 2011. The highest ratio in year 2000 was in United Kingdom around 29% which slowly decline to 13% in 2011. In both years, exports of goods from Finland to India did not surpass by 2%. The percentages remain similar in both Sweden and Spain which was 2% in 2000 and 3% in 2011. The ratio of goods from Germany gradually incline to 25% in year 2011.

Moving further, EU exports of goods to China by Germany jump by 10 percent in 11 years to 48% while the ratio of Belgium remain same in both years of 5%. The exports of goods from Italy to China drop down to 8% in year 2011. The percentile of France in year 2000 was around 13% which plunge to 10% in another year. Lastly, exports of goods to China by others in previous year was 4% which considerably grow to 8% in year 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, identifying key trends and making comparisons. However, the overview is slightly confusing; it mentions 'previous year' and 'another year' rather than clearly stating the years 2000 and 2011. Additionally, the data interpretation is occasionally imprecise, such as the claim that Germany had the highest exports in 2000, which is not clearly supported by the provided charts. While the main features are reported, the analysis lacks a cohesive summary of the most significant changes, such as the dramatic shift in Germany's export share to China. The response would benefit from a more accurate and concise overview that highlights the most striking differences between the two years.

Coherence and Cohesion — Band 6.0

The essay is organized into logical paragraphs, with an introduction, an overview, and two body paragraphs. Cohesive devices are used, such as 'At a fleeting glance' and 'Moving further', though some transitions feel slightly mechanical or unnatural. The progression of ideas is generally clear, but the referencing is sometimes vague, particularly when using phrases like 'in another year' or 'previous year', which makes it difficult for the reader to track the timeline. Paragraphing is used appropriately to separate the data for India and China, which helps the reader navigate the information provided.

Lexical Resource — Band 5.5

The vocabulary is adequate for the task, but there are several instances of inaccurate word choice and non-standard phrasing. For example, 'calibrated into percentile' is an awkward way to describe the data, and 'gradually incline' is grammatically incorrect (should be 'gradually inclined'). There is also a misuse of 'percentile' where 'percentage' was intended. While the student attempts to use a range of descriptive verbs like 'plunge', 'jump', and 'decline', the overall control is inconsistent. To reach a higher band, the student needs to focus on more precise terminology and correct collocations.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. However, there are frequent grammatical errors that occasionally distract the reader. Common issues include subject-verb agreement (e.g., 'The rendered pairs of pie chart depicts'), incorrect verb tenses (e.g., 'was 1% in 2000 which rises to 2%'), and missing articles. While these errors do not completely impede communication, they are persistent throughout the text. The student should focus on ensuring consistency in tense usage when describing historical data and improving the accuracy of basic sentence construction.

See this exact question answered at other band scores — the same prompt compared across bands.

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