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

Task Achievement / Task Response — Band 5.0

The response attempts to address the task by summarizing the provided pie charts; however, the information is often inaccurate or poorly interpreted. For instance, the claim that Belgium had 25% in the 'begging year' (beginning) to India is not clearly supported by the visual data, and the description of the data is fragmented. While the response covers both years and both destinations, the lack of clarity and the inclusion of confusing statements (e.g., 'other missing was not more than 15%') mean that the main features are not effectively highlighted or compared. The response fails to provide a clear, accurate overview of the trends.

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 inappropriate, such as 'At a fleeting glance' and 'Moving ahead', which do not fit the academic context. Referencing is frequently unclear, making it difficult for the reader to follow which country or year is being discussed. The sentences are often disjointed, and the lack of clear transitions between the data points hinders the overall flow of the report.

Lexical Resource — Band 5.0

The vocabulary is limited and often inaccurate. There are several instances of word-choice errors, such as 'begging year' instead of 'beginning year' or 'base year', and 'calibrated' used incorrectly to describe the data. The phrasing is repetitive and lacks the precision required for an academic report. The student struggles to use appropriate terminology to describe statistical trends, relying on basic descriptors that do not convey the information effectively.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that impede communication. There are issues with subject-verb agreement ('France and Italy both was less than 8%'), incorrect verb forms ('Finland cannot had any big number'), and awkward sentence structures. The range of structures is very limited, consisting mostly of simple, error-prone sentences. Punctuation is also inconsistent, and the lack of control over basic grammar makes the text difficult to read and understand at times.

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

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