Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-09-02
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 4.0)
The pie chart illustrate the exports from various EU countries to India and China in 2000 and 2011.
Overall,EU exports of goods to India and China in 2000 and 2011 in the EU exports of goods to India in 2000 with Germany 15 percent SPAIN 2 percent , Belgium 25 percent and united kingdom is 29 percent and other is 5 percent overall in average in 2000 century exports in India however in 2011 in EU exports of India on 2011 the exports was not good with some countries like united kingdom is 15 percent , Belgium is 20 percent some countries exports ratio is little bit high however still in the average ratio like Germany 25 percent while the other countries is 1 percent grow up that is the overall ratio of India 2000 to 2011.
EU exports of good to China that is better than the china because the CHINA had a good exports with other countries CHINA is better than the INDIA in 2000 the China had exports ratio with Germany 38 percent France 13 percent Finland is 6 percent however the other countries is on the average ratio in 2011 the China had a good exports
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response attempts to address the task but fails to provide a clear summary or meaningful comparisons. The data presentation is fragmented and confusing, particularly in the second paragraph where the description of the 2000 and 2011 figures for India is repetitive and lacks clarity. The description of the China data is incomplete and ends abruptly without providing a full overview or comparing the trends between the two countries. The response lacks a clear overview of the main trends, which is a requirement for Band 6 and above. The data provided is often difficult to follow, making it hard for the reader to grasp the key features of the charts.
Coherence and Cohesion — Band 4.0
The essay lacks logical organization and progression. Paragraphing is poorly handled, with the second paragraph being a long, run-on collection of data points that are difficult to parse. There is a lack of cohesive devices to link ideas; instead, the text relies on repetitive phrasing such as 'in 2000 and 2011' and 'the exports was'. The referencing is unclear, and the flow of information is disjointed, making it challenging for the reader to follow the comparison between the countries and the years.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. The student relies on basic terms like 'exports', 'ratio', and 'good', and struggles to use them in a natural or accurate way. There are frequent errors in word choice and collocation, such as '1 percent grow up' and 'the China had a good exports'. The lack of variety in vocabulary prevents the student from describing the data with precision or sophistication. The language used is often informal or grammatically awkward, which hinders the overall clarity of the report.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that impede communication. There are significant issues with subject-verb agreement (e.g., 'The pie chart illustrate', 'the exports was'), incorrect sentence structure, and missing articles. The student struggles to form complex sentences, and the existing sentences are often run-on or fragmented. Punctuation is also inconsistent, with irregular spacing and capitalization. These persistent errors make the text difficult to read and demonstrate a very limited control over basic grammatical structures.
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