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 pie chart illustrates the information of Europien nations who send out the different goods to India and China during year 2000 and 2011. The data has been callibrated into percentages.
It is crystal clear that the highest export was from the Germany wheras Austria and Finland send out less goods .
At a fleeting glance,in year 2011, the participation of Germany was 25% and 48% in exports in india and china respectively . While Germany gave 15% goods in India during year 2010 as 38% in China.The exporting through Austria remaine same in china in both years but it doubled in india after 11 years. China and India both took 4% goods from Nitherland during 2010 but it increased 1% after a decade. In year 2011 Sweden showed less intrest to exports to china because the percentage was steadily fall from 8% to 3%
Moving further, United kingdom export less decresed in China after decade but in India it was remained almost halfThe export good percentage from France didnot surpass than13%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| 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 but fails to provide a clear overview or accurately report the data. There are significant factual errors, such as referring to the year 2010 when the prompt specifies 2000. The selection of features is inconsistent, and the comparison between countries is often confusing or mathematically incorrect. The overview is weak and does not effectively highlight the main trends or differences between the two years. To improve, ensure you carefully transcribe the data from the charts and structure your response with a clear introduction, a summary of main trends, and specific supporting details.
Coherence and Cohesion — Band 5.5
The essay is divided into paragraphs, but the logical progression of ideas is frequently interrupted by confusing phrasing and poor sentence structure. Cohesive devices are used, such as 'Moving further' and 'At a fleeting glance', but they are often applied mechanically or inappropriately. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the years and countries. To achieve a higher band, focus on using transition signals that naturally connect your ideas and ensure that each paragraph has a clear, singular focus.
Lexical Resource — Band 5.0
The vocabulary is limited and contains several spelling errors, such as 'Europien', 'callibrated', 'wheras', 'Nitherland', and 'intrest'. The word choice is often imprecise, for example, 'send out' instead of 'export' and 'participation' to describe export percentages. There is little evidence of less common lexical items or an awareness of style. To improve, focus on learning topic-specific vocabulary related to data description (e.g., 'fluctuated', 'remained stable', 'accounted for') and proofread your work to eliminate basic spelling mistakes that distract the reader.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors, including issues with subject-verb agreement ('Germany was 25%... and 48%'), tense inconsistencies, and missing articles. Sentence structures are often repetitive and lack complexity. Punctuation is also problematic, with inconsistent spacing around commas and periods. While the meaning is generally discernible, the high frequency of errors causes some difficulty for the reader. To improve, focus on mastering basic sentence construction, ensuring consistent verb tenses when describing past data, and reviewing the rules for article usage and punctuation.
See this exact question answered at other band scores — the same prompt compared across bands.
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