Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-11

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)

This pie chart illustrates the exports from various European countries like Germany, Belgium , France , Finland , Sweden etc to India and China in 2000 & 2011.

If we talk about exports to India we gradually see increase in 2011 compared to 2000 except Belgium and UK. These two countries exports declined in 2011 compared to 2000. There can be many reasons of this decline . It can be because of tariffs or taxes . On the other hand except these two EU countries every countries export increased or remained same. Usually we see trend of export increasing with India.

On the other hand EU countries export with China is almost same or few countries have increased there export with China. But that increase is bare minimum. But we can see frequency in Exports with China.

In conclusion EU countries export with India seems o be increasing with time.

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response fails to adequately address the task requirements. While it identifies the topic, it lacks a clear overview and fails to report specific data points or make meaningful comparisons between the years and categories. The analysis is superficial, relying on vague statements like 'usually we see trend of export increasing' rather than citing the actual figures provided in the charts. Furthermore, the inclusion of personal speculation regarding 'tariffs or taxes' is inappropriate for an Academic Task 1 report, which should remain objective and focused solely on the provided data. The response lacks the necessary detail to reach a higher band.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, but the progression of ideas is weak. The use of cohesive devices is limited and often repetitive, such as the frequent use of 'On the other hand'. The referencing is sometimes unclear, and the connection between sentences is mechanical rather than logical. The conclusion is extremely brief and does not effectively synthesize the information presented. To improve, you should use a wider variety of linking words and ensure that each paragraph has a clear focus that contributes to the overall summary of the data.

Lexical Resource — Band 5.0

The vocabulary is basic and repetitive. Phrases like 'we see trend' and 'bare minimum' are informal and lack the precision required for an academic report. There is a lack of variety in the terminology used to describe trends (e.g., 'increased', 'declined'). The student struggles to use academic collocations effectively. To reach a higher band, you need to incorporate more sophisticated vocabulary related to data description, such as 'fluctuated', 'remained stable', 'witnessed a significant rise', or 'accounted for'.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors, including issues with subject-verb agreement ('every countries export increased') and article usage. The sentence structures are mostly simple, with limited attempts at complex sentences. Punctuation is also inconsistent, particularly with spacing around commas. While the meaning is generally understandable, the high frequency of errors in basic grammar limits the score. Focusing on sentence variety and proofreading for basic agreement and pluralization errors would significantly improve the quality of the writing.

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