Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · IELTS Momentum Workout · 2026-09-05

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 7.5)

The pie charts show the share of exports from different EU countries to India and China in the years 2000 and 2011.

Overall, it is clear that the UK was the biggest exporter to India in 2000, but Germany became the main exporter in 2011. For China, Germany was the top exporter in both years and its share increased further over time.

In 2000, the UK had the largest share of exports to India at 29%, followed by Belgium at 25% and Germany at 15%. However, by 2011, Germany’s share increased to 25%, making it the top exporter. On the other hand, the UK’s share dropped significantly to 13%, while Belgium's share fell slightly to 20%. Other countries like France and Italy had smaller shares in both years.

Looking at China, Germany dominated the market in 2000 with 38% of total exports. France was second with 13%, while the UK and Italy both accounted for 9%. By 2011, Germany increased its lead to 48%, which was almost half of the total exports. In contrast, the shares of France and the UK decreased to 10% and 7% respectively, and Finland dropped from 6% to 2%.

AI examiner evaluation

Task Achievement / Task Response — Band 7.5

The response effectively addresses all parts of the task. You have provided a clear overview of the main trends and successfully selected key data points to support your descriptions. The comparison between the two years and the two destinations is well-handled, with clear identification of the shifts in market leadership (e.g., Germany overtaking the UK for India). The data is accurate and the report is well-structured, covering all significant changes without unnecessary detail. To reach a higher band, you could aim to integrate more sophisticated comparative language to link the two charts more fluidly, rather than treating them as two distinct blocks of information.

Coherence and Cohesion — Band 7.5

The response is logically organized, with a clear introduction, an overview, and two body paragraphs focusing on India and China respectively. The progression of ideas is smooth, and you have used cohesive devices effectively, such as 'However,' 'On the other hand,' and 'In contrast,' to signal shifts in the data. Paragraphing is used appropriately to separate the two main topics. The flow is natural, and the information is easy to follow. The use of referencing is clear, ensuring the reader understands exactly which country or year is being discussed at all times.

Lexical Resource — Band 7.0

You have used a sufficient range of vocabulary to describe the data accurately, including terms like 'share of exports,' 'dominated the market,' and 'accounted for.' The language is precise and appropriate for an academic report. There are no spelling errors, and the word choice is consistently natural. To improve further, you could incorporate more varied verbs to describe trends, such as 'surged,' 'plummeted,' or 'remained stable,' to add more stylistic flair to your writing. Overall, the lexical range is strong and supports the clear communication of the data.

Grammatical Range and Accuracy — Band 7.0

The response demonstrates a good command of grammatical structures. You have used a mix of simple and complex sentences effectively, such as 'In 2000, the UK had the largest share of exports to India at 29%, followed by Belgium at 25% and Germany at 15%.' The punctuation is accurate, and there are no significant errors that impede communication. The majority of your sentences are error-free, showing good control over tense usage (past simple for the data). To move into the higher band, you could experiment with more complex sentence structures, such as using participle clauses or more varied subordinate clauses.

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