Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-08-27

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 5.5)

The pie chart illustrates the EU export of goods to India and China between 2000 to 2011. In 2000 United kingdom exported 29% of things to India and in the same way products are exported to India from many other countries in the same year. From Austria, 1% of things are exported. Likewise, 25%, 2%, 8%, 15%, 7%, 4%, 2%, and 2% products are transformed from the Belgium, Finland, France, Germany, Italy, Netherlands, Spain and Sweden respectively. In the same manner different kind of items have been exported from various countries to China. The pie graph shows that maximum amount of items which has been transported to China is from Germany and this percentage is 38. But in comparison to the exportation to India the maximum number of items which have been transported to India are from United Kingdom and this amount is 29%. Upon looking at the figure which represents the exportation during 2011, it seems that export of necessary products to India have shifted its percentage with reference to more exportation and the chart gives us knowledge that in 2011 the more number of substances which have been exported to India are from Germany not from United Kingdom. In addition to this the transport of goods to China does not change a lot during one decade. During 2011, still the much number of the things that have been transported to China is from Germany but this figure is now increased that is 48%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the charts, but the presentation is somewhat disorganized. While you identify the key shifts, such as Germany overtaking the UK for exports to India, the approach is overly descriptive, listing percentages individually rather than grouping them to highlight trends. This leads to a lack of clear overview. To improve, focus on synthesizing the data—for example, by grouping countries with similar export volumes or highlighting the most significant changes between 2000 and 2011, rather than listing every country's percentage, which makes the report read like a raw data list.

Coherence and Cohesion — Band 5.0

The essay lacks a clear paragraph structure, which makes it difficult to follow the progression of information. The transition between the 2000 data and the 2011 data is abrupt. While some cohesive devices are used, such as 'In addition to this' and 'Likewise', they are often used mechanically or inappropriately. The lack of a clear introduction and a distinct overview paragraph hinders the logical flow. To improve, organize your response into clear paragraphs: an introduction, an overview of the main trends, and two body paragraphs focusing on specific comparisons.

Lexical Resource — Band 5.5

The vocabulary is repetitive and lacks the precision required for an academic report. Phrases like 'things', 'substances', and 'items' are used repeatedly and are not appropriate for describing trade data. You should use more precise terminology such as 'exports', 'commodities', 'goods', or 'proportions'. Additionally, the phrasing 'transformed from the Belgium' is incorrect; 'exported from' or 'originated from' would be more accurate. Expanding your range of synonyms for 'increase' and 'decrease' would also help improve your score.

Grammatical Range and Accuracy — Band 5.0

There are frequent grammatical errors that occasionally impede clarity. Issues include incorrect article usage ('the United kingdom'), subject-verb agreement ('the maximum number of items... are from'), and awkward sentence structures ('export of necessary products to India have shifted its percentage'). The reliance on simple sentence structures limits your ability to demonstrate a wide range of grammatical control. To improve, focus on mastering basic sentence construction and proofreading for subject-verb agreement and article usage before attempting more complex structures.

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