Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-08-29

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 charts illustrete the exports from diffrent EU nations to india and china in 2000 and 2011.

Overall, total four 4 pie charts are presented. 2 pie chart show the information of in year 2000, Two of 2 various country India and china. Like as, remeing 2 charts show the information details of year 2000 of same countries. However, from diffrent year.

To commence with the year 2000, India exports highest goods to United kingdom, around 29%, Second highest exported goods to Belgium, around 25%. and Germany recieved 15% of goods from india. Except this, there are many countries to whom india exports the goods less than 8%, includes Finland, France, Italy, Netherlands, Spain, Sweden. Where as, in 2011 ratio changed draematically. In 2011, Germany was the highest goods recieved nation from india around 25%, which is quite increased from the previous year, and Belgium decreased 5% goods recieved from india, Surprisingly, United kingdom reduced the goods half of the percentage from previous year. Another nations still recieved less then 8% of good from the india.

On the other hand, china in 2000, Exports 38% goods to Germany, 13% to France and 9% to Italy. remaining countries recieved less than 6% goods from china. However, in 2011, Germany recieved 48% of goods from china, which is almost half of the total percentage. That year china exports up to 10% goods to remained nations.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response covers the main features of the pie charts, identifying key trends and shifts between 2000 and 2011. However, the analysis is somewhat mechanical and lacks a clear, cohesive overview. The student correctly identifies the major exporters to India and China, but the description of the data is occasionally inaccurate (e.g., stating India exports to the UK, when the charts show EU exports to India). The distinction between the countries is sometimes confused, which impacts the clarity of the report. To reach a higher band, the student should focus on accurately interpreting the data labels and providing a more synthesized summary of the trends rather than listing percentages.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, but the logical progression is hindered by repetitive and awkward phrasing in the introduction and overview. The use of cohesive devices is often mechanical or misused, such as 'Like as' and 'Except this'. The referencing is sometimes unclear, making it difficult for the reader to follow the comparison between the two years. While there is a basic structure, the lack of sophisticated linking words and the repetitive nature of the sentence starters limit the flow of the response. Improving the variety of transition signals would significantly enhance the coherence of the writing.

Lexical Resource — Band 5.0

The vocabulary is adequate for the task but remains quite basic and repetitive. There are several spelling errors, such as 'illustrete', 'diffrent', 'draematically', and 'recieved'. The student relies on a limited range of words to describe the data, such as 'highest' and 'goods'. There is little evidence of less common lexical items or precise collocations. To improve, the student should work on using a wider variety of verbs and adjectives to describe trends (e.g., 'fluctuated', 'accounted for', 'surged') and ensure correct spelling of common academic terms.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and some attempted complex structures, but accuracy is inconsistent. There are frequent errors in subject-verb agreement (e.g., 'India exports highest goods'), article usage, and sentence construction (e.g., '2 pie chart show the information of in year 2000'). Punctuation is also problematic, with many sentences ending abruptly or containing unnecessary fragments. While the meaning is generally understandable, the high frequency of grammatical errors prevents the response from reaching a higher band. Focusing on basic sentence structure and proofreading for subject-verb agreement would be beneficial.

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