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 circular chart provides a information about exports of various EU countries to India and China in 2000 and 2011. The data has been calibrated into percentages.
Overall it is crystal clear that EU exports of goods in India in United kingdom were highly noticed at big ratio. But Finland was saw at least value of chart.
At a fleeting glance, initially in year 2000 United Kingdom was highly in heavy ratio of 29% in EU exports of goods in India. Followed by this Belgium were decreased only 4% of ratio in exports of goods in India. EU exports of goods in China was rapidly increased in Germany with 38% of goods and also Austria had low ratio of 2% in exports of goods in China were noticed.
However, in year 2011 Germany and Belgium had only difference of 5% in them to exports the goods in India.
Furthermore Germany had 48% to exports the goods to China and France had 10% of deal to exports the goods to China 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 attempts to address the task but fails to provide a clear or accurate summary of the main features. The overview is confusingly phrased ('highly noticed at big ratio') and does not effectively highlight the most significant trends or differences between the two years. Furthermore, the data reporting is often inaccurate or poorly interpreted, such as the claim that Belgium 'decreased only 4% of ratio' without clear context, and the description of Germany's exports to China is disjointed. The response lacks a coherent comparison of the data, focusing instead on isolated, poorly explained figures, which prevents it from reaching a higher band.
Coherence and Cohesion — Band 5.0
The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is often mechanical or misused, such as 'At a fleeting glance, initially in year 2000'. The referencing is frequently unclear, making it difficult for the reader to follow the comparison between countries and years. The transition between the overview and the body paragraphs is abrupt, and the lack of clear signposting makes the overall structure feel disjointed. While there is an attempt to organize the information, the lack of clarity in how ideas connect significantly hinders the flow of the response.
Lexical Resource — Band 5.0
The vocabulary is limited and often inappropriate for an academic report. Phrases like 'highly noticed at big ratio', 'saw at least value', and 'deal to exports' are unnatural and imprecise. There is a lack of variety in reporting verbs and nouns, and the student struggles with basic collocations related to data description. While the meaning is generally discernible, the lexical choices are repetitive and do not demonstrate the flexibility or precision required for a higher band. The student relies on basic, non-academic phrasing throughout the text.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement ('Belgium were decreased'), incorrect preposition usage ('exports of goods in India' instead of 'to'), and awkward sentence structures ('Germany and Belgium had only difference of 5% in them to exports the goods'). The range of structures is limited, consisting mostly of simple sentences with errors in tense and word order. While some complex structures are attempted, they are often faulty, leading to a lack of control over grammar and punctuation.
See this exact question answered at other band scores — the same prompt compared across bands.
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