Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-08-23

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 6.0)

The given pie charts illustrates information of goods exports from europe to India and China in given period of time. Export of goods is seen higher in year of 2000 as compared to 2011.

In 2000 United kingdom has highest percentage of exported goods to India which is 29%, while Belgium comes at second place with 25%. Austria's contribution is only 1% in year 2000. Germany has highest percentage of exported goods to China is 38%, whereas Spain and Austria has least value for exports to china which is 2%.

In 2011 highest number of goods are exported to India from Germany which is 25% and low number of goods are exported from Finland and Austria that was only 2%. Exported items from Germany to China in 2011 was relatively higher which is about 48%. Lowest percentage of exported goods is from Austria and finland to China which is 2% in 2011.

Overall, goods are exported from different countries of europe to India and China, but Germany is popular for export among all other countries.

AI examiner evaluation

Task Achievement / Task Response — Band 6.0

The response covers the main features of the data, such as the shift in Germany's export dominance and the low figures for Austria and Finland. However, the analysis is somewhat mechanical, listing percentages without sufficient synthesis or comparison. The overview is quite brief and could be more detailed by highlighting the most significant trends, such as the overall growth or decline in specific sectors. While the task is addressed, the lack of a more analytical approach to the data prevents it from reaching a higher band. The report is accurate in its data selection, but it lacks the depth required for a higher score.

Coherence and Cohesion — Band 6.5

The response is organized into logical paragraphs, with an introduction, body paragraphs for each year, and a concluding overview. Cohesive devices are used, such as 'while', 'whereas', and 'overall', though some transitions feel repetitive. The progression of ideas is generally clear, but the connection between sentences could be smoother to avoid a list-like feel. Paragraphing is used appropriately to separate the different time periods, which helps the reader follow the information. Overall, the structure is functional and supports the communication of the data effectively.

Lexical Resource — Band 6.0

The vocabulary is adequate for the task, allowing the student to describe the data clearly. However, the range is somewhat limited and repetitive, with frequent use of 'highest percentage', 'exported', and 'goods'. There are some minor inaccuracies in word choice, such as 'Germany is popular for export', which is not the most precise way to describe economic data. To improve, the student should incorporate more varied terminology related to trends and economic statistics, such as 'accounted for', 'dominated', or 'experienced a significant increase'.

Grammatical Range and Accuracy — Band 5.5

The response contains a mix of simple and complex sentence structures. There are several grammatical errors, particularly with subject-verb agreement and articles (e.g., 'The given pie charts illustrates', 'United kingdom has', 'in year of 2000'). Additionally, there are issues with capitalization, such as 'europe', 'finland', and 'china'. While these errors do not impede communication, they are frequent enough to prevent a higher score. The student should focus on proofreading for basic grammatical accuracy and ensuring consistent use of articles and proper noun capitalization.

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

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