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)

The pie charts illustrates the proportions of exports coming from more than 10 different countries of the EU to both India and China during 2010 and 2011

Overall, in the Year 2010 the biggest percentage was hit by the United kingdom going to India and Germany going to China in the same year, while Austria remains the smallest in for both countries. While in the coming year, Both India and China view the highest incomes from Germany, however, austria and finland go side to side with the smallest incomes.

Furthermore, Germany surge dramatically from 15% to 25% making it the first exporter to india in 2011, the united kingdom dropped from 29% to 13%, belgium view a slight decrease of 5% in a year, while the rest of the countries flactuates between 1% to 9% such as Sweden, France and Italy.

Moreover, China saw a different pattern, in Both years Germany hit the highest proportion reaching 38% in 2010 then hitting 48% in 2011 making it almost half of china's incomes, france dropped from 13% to 10% in the next year, italy also saw a slight changement from 9% to 8% leaving the rest of the countries range between 2% to 9% such as the United Kingdom, spain, Belgium, Finland, netherlands, only austria remain steady in 2%.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response covers the main features of the data, including comparisons between the two years and the two destinations. However, there are significant factual inaccuracies regarding the years provided in the prompt (the prompt specifies 2000 and 2011, but the student refers to 2010 and 2011). Furthermore, the analysis is somewhat inconsistent; for instance, the student claims the UK was the biggest exporter to India in 2010, which is not supported by the data. While the response attempts to highlight trends, the misinterpretation of the data and the confusion regarding the years significantly impact the accuracy of the report.

Coherence and Cohesion — Band 5.0

The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is often mechanical or misused. For example, 'Moreover' and 'Furthermore' are used to transition between points, but the logical flow within paragraphs is sometimes disjointed. The referencing is occasionally unclear, such as 'the rest of the countries flactuates', which lacks a clear antecedent. While there is an overall progression, the lack of precision in linking ideas and the repetitive sentence structures limit the effectiveness of the cohesion.

Lexical Resource — Band 5.0

The range of vocabulary is limited and repetitive. The student relies on basic verbs like 'hit', 'view', and 'go', which are not always used in appropriate collocations. There are also errors in word choice, such as 'changement' (instead of 'change') and 'incomes' (when referring to export proportions). While the student attempts to use some descriptive language like 'surged dramatically', the overall control of vocabulary is insufficient to convey the data with the necessary precision for an academic task.

Grammatical Range and Accuracy — Band 5.0

The response contains frequent grammatical errors that occasionally impede clarity. There are issues with subject-verb agreement (e.g., 'The pie charts illustrates', 'countries flactuates') and inconsistent tense usage. The sentence structures are predominantly simple, with some attempts at complex sentences that are often marred by punctuation or structural errors. Capitalisation is also inconsistent, particularly with proper nouns like 'austria', 'finland', and 'india'. These persistent errors indicate a lack of control over basic grammatical structures.

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