Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-08-31
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 pie chart illustrates comparison between India and China in (2000 and 2011) of EU Exports of goods.
Overall, EU exports of goods to India in 2000 . There are ten different country and others, according to 2000 United kingdom has 29 percent goods to export. Then compare to in 2011 United kingdom has falls to lower 13 percent of goods to export to India.
Austria has increased to 1 percentage more compare to in 2000.Germany has more goods to export to India in 2011 has 25 percentage. Then EU exports goods to China same follows the country of India to exports of goods.
In conclusion, China goods to exports has to Germany in 2000 has 38 percentage of goods and lower (Spain & Austria) has less goods to exports the goods. Compare to 2011 EU goods to China has increases there goods to exports , example Germany has more increases by 10 percentage of there exports goods . All other country has increases there goods of exports by market value share.
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 by summarizing the provided pie charts. However, the information is presented in a fragmented and often inaccurate manner. For instance, the claim that 'Germany has more goods to export to India in 2011 has 25 percentage' is difficult to verify against standard chart interpretation, and the overall summary lacks a clear, cohesive overview of the main trends. The data selection is somewhat arbitrary, and the lack of clear comparison between the two years and the two destinations (India vs. China) makes it difficult for the reader to grasp the key features of the data. The response fails to adequately highlight the most significant changes or differences.
Coherence and Cohesion — Band 5.0
The essay lacks a logical flow. While there is an attempt at paragraphing, the transition between ideas is abrupt and often confusing. Cohesive devices are used mechanically or incorrectly, such as the repetitive use of 'Then' and 'Compare to'. The referencing is frequently unclear, making it difficult to follow the comparison between countries and years. The structure is disjointed, and the lack of clear signposting between the analysis of India and China hinders the overall readability of the report. The conclusion is also weak and does not effectively synthesize the information provided.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive, relying heavily on basic terms like 'goods', 'export', and 'percentage'. There are frequent errors in word choice and collocation, such as 'has falls to lower 13 percent' and 'China goods to exports has to Germany'. The student struggles to use precise terminology to describe trends or data points (e.g., 'has increases there goods to exports'). The range of vocabulary is insufficient to convey the information with the necessary precision required for an Academic Task 1 response, often leading to awkward phrasing that impedes clarity.
Grammatical Range and Accuracy — Band 5.0
The response contains frequent grammatical errors that often impede communication. There are consistent issues with subject-verb agreement (e.g., 'United kingdom has falls'), incorrect verb tenses, and awkward sentence structures. The use of prepositions and articles is often inaccurate, such as 'to exports of goods' instead of 'exports of goods'. While there is an attempt to use complex sentences, these are almost always faulty, leading to a lack of clarity. The punctuation is also inconsistent, particularly with the use of parentheses and the placement of periods, which further detracts from the overall accuracy of the writing.
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