Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-09-10

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 charts compares exports transform goods to various country such as india and china however goods can transform various goods the major goods can divided into eleven countries in various percentages.

To begin with 2000 Eu exports of goods to india to china many of the countries transform percentages between 2000 and 2011 the mostly growth in 2011 iin the 2000 it was falls all goods was surge with nearly 2 to 5 percentage, other replaced to 9%, Austrila transform to 2, Belgium was fall to about 5%, finance was equally, france as increased 1%, Germany rise to 10%, Italy, United Kingdom was decline nearly 3%, sweden, Spain, Netherlands are rise to 2 to 3%.

To begin with china from 2000 to 2011, the such countries rise to Germany, others, Italy, Netherlands, Spain are rise countries nearly 4 to 5%, the average has Austria and Belgium was about same percentage 2 to 5%, the fall countries Finland, France, Netherlands, Sweden and united Kingdom has 2 to 4%.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to address the task but fails to provide a clear overview or accurately report the data. The description of the pie charts is confusing, and the data points mentioned are often inaccurate or lack context (e.g., 'finance was equally'). The response struggles to identify the main trends or make meaningful comparisons between the two years. Many of the figures cited do not clearly correspond to the provided charts, and the overall summary is insufficient to meet the requirements for a higher band. The information is presented in a way that makes it difficult for the reader to grasp the key changes in export percentages.

Coherence and Cohesion — Band 4.5

The essay is divided into paragraphs, but the logical progression is weak. The use of cohesive devices is mechanical and often misused, such as the repetitive use of 'To begin with' to start paragraphs. There is a lack of clear referencing, and the connection between sentences is often disjointed. The information is presented as a list of observations rather than a cohesive summary of the data. The lack of clear transitions between the two charts and the years makes the text difficult to follow, resulting in a lack of overall coherence.

Lexical Resource — Band 4.0

The vocabulary is very limited and often inaccurate. There is frequent misuse of words, such as 'transform' instead of 'export' or 'change', and 'finance' instead of 'France'. The range of vocabulary is insufficient to describe trends or data effectively. The student relies on basic, repetitive phrasing, and the errors in word choice frequently impede the reader's understanding of the data. There is no evidence of an attempt to use less common lexical items or precise terminology related to data description.

Grammatical Range and Accuracy — Band 4.0

The response contains frequent grammatical errors that significantly impact clarity. There are issues with subject-verb agreement (e.g., 'pie charts compares'), incorrect verb forms (e.g., 'was falls'), and sentence structure. Many sentences are fragmented or lack a clear subject and predicate. The range of structures is very limited, consisting mostly of simple, error-prone sentences. Punctuation is also inconsistent, which further hinders readability. The high frequency of errors means that the reader must constantly re-read to interpret the intended meaning.

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