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 given layout depicts about exports from various EU countries to India and china in 2000 and 2011. The data was calibrated in percentage.
Overall, It is crystal clear that the maximum exports of goods to India in Belgium and the minimum EU exports of goods to India in latter year in Finland.
At a fleeting glance, it is evident that in the year of 2000 EU exports of goods to China and India. Initially, Belgium was had a 25% in begging year to India and 5% to china in same nation. Finland cannot had any big number less than 7% in both countries. France and Italy both was less than 8%. Remaining nation United kingdom at 29% but in china Germany had highest value about 38% other missing was not more than 15%.
Moving ahead, In the year of 2011 EU export to India highest in Germany at 25% but in china Germany at 48%. In India Belgium at 20%and 5% in China in later year. united kingdom at 13% in India Furthermore, other missing from both countries was not more than 10%.
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 attempts to address the task by summarizing the provided pie charts; however, the analysis is significantly hampered by inaccurate data reporting and a lack of clarity. For instance, the claim that Belgium had 25% exports to India in 2000 is not clearly supported by the visual data, and the description of 'other missing' is vague and fails to provide a meaningful comparison. The overview is also problematic, as it focuses on specific countries rather than identifying the broader trends or significant shifts between 2000 and 2011. The response lacks a clear, analytical focus, making it difficult for the reader to grasp the main features of the data.
Coherence and Cohesion — Band 5.0
The essay is organized into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or misused, such as 'Moving ahead' and 'At a fleeting glance,' which do not effectively transition between ideas. Referencing is frequently unclear, particularly when discussing 'other missing' nations, which leaves the reader confused about what data is being referenced. While there is an attempt to structure the response chronologically, the lack of clear signposting and the disjointed nature of the sentences make the overall flow difficult to follow.
Lexical Resource — Band 5.0
The vocabulary is limited and often inaccurate, which impedes communication. Phrases like 'The data was calibrated in percentage' and 'in begging year' (likely meaning 'beginning') are unnatural and incorrect in this context. There is a reliance on basic, repetitive language, and the attempt to use more complex terms leads to errors in collocation, such as 'cannot had any big number.' To reach a higher band, you need to use more precise terminology related to data description, such as 'proportion,' 'fluctuated,' or 'accounted for,' and ensure that your word choices are contextually appropriate.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that often obscure the intended meaning. There are consistent issues with verb tense and subject-verb agreement, such as 'Belgium was had a 25%' and 'France and Italy both was less than 8%.' Sentence structures are largely simple or contain errors when attempting complexity. Punctuation is also inconsistent, with missing spaces after commas and periods. These errors are frequent and cause difficulty for the reader, indicating a need for a stronger grasp of basic sentence construction and grammatical accuracy.
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