Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-06

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 given pie charts illustrate export from different countries to India and china between 2000 to 2011.

overall it can be seen the most import from EU country to India united kingdom and Germany while least can be noted Spain, Finland on the other hand china also most import from Germany but less Spain and as Finland as well.

this pie chart EU exports of good to India 2000 to 2011 Germany increase up-to 10% and the other is 4% also Belgium 5% while the other Italy 2% , Sweden 1% , Austria 1%, France 1% increased in the year 2011 but also decrease united-kingdom 16 % and Finland is fix the year of 2000 to 2011.

China Eu exports of goods increase in the year of 2000 to 2011 Germany 10% , Netherlands 1%, also Spain 1% , other 4% but there is also decrease export of good to china Italy 1%, Sweden 5% united kingdom 2% , Finland 4% and France 3% the however Belgium , Austria is same found between the year of 2000 to 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to summarize the data but fails to provide a clear or accurate overview. The information provided is often confusing and difficult to follow, as the figures cited do not clearly correspond to the trends shown in the charts. There is a lack of clear comparison between the two years, and the description of the data is fragmented. The response struggles to identify the 'main features' effectively, resulting in a list of percentages that are difficult to interpret. To improve, focus on grouping data logically and ensuring that the trends (increases/decreases) are described with reference to the specific countries and time periods clearly.

Coherence and Cohesion — Band 5.0

The essay lacks a logical structure. While there are paragraphs, the internal flow is disjointed. The use of cohesive devices is very limited and often mechanical or misused, such as the repetitive use of 'also' and 'but'. The transition between the introduction, the overview, and the body paragraphs is weak, making it difficult for the reader to follow the progression of information. The lack of clear signposting and the fragmented nature of the sentences hinder the overall coherence of the response. Improving the use of linking words and organizing the data into distinct, thematic categories would significantly enhance the clarity.

Lexical Resource — Band 5.0

The vocabulary is quite basic and repetitive. There are frequent errors in word choice and collocation, such as 'most import' instead of 'highest exports' and 'is fix' instead of 'remained stable'. The range of vocabulary is limited, which restricts the ability to describe the data with precision. The student relies on simple phrasing, which does not demonstrate the flexibility required for higher bands. To improve, the student should learn specific terminology for describing trends, such as 'fluctuated', 'remained constant', 'experienced a significant rise', and 'accounted for'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that often impede communication. There are issues with sentence structure, subject-verb agreement, and missing articles (e.g., 'the most import from EU country' should be 'the highest exports from EU countries'). Punctuation is also inconsistent, with many run-on sentences and misused commas. The range of grammatical structures is very limited, consisting mostly of simple sentences with errors. To improve, the student needs to focus on basic sentence construction, ensuring that each sentence has a clear subject and verb, and practicing the correct use of prepositions and articles.

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