Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-12
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 chart depicts the changes in EU Exports of Goods to India and China in 2000 and 2011. Goods are exported since many centuries through various routes and among many countries.
Firstly, in 2000 goods exported to India were highest from United Kingdom which was 29% and lowest was from Austria. Goods exported in China during same time period, among the most goods were from Germany and the least exported were from Spain and Austria. There are other countries who were also involved in this EU export but not drastically involved .Further ,in the year 2011 . After a decade Germany made drastic change and India imported 25% of goods from them ,still the lowest imported goods are from Austria but Finland had also joined .Moreover ,China imported its 48% of goods from Germany, however Austria's goods are imported by the same percentage which is 2% but Finland has also joined for the import for China.
To conclude, India and China both import similar amount of goods from same countries .Drastic change was shown in year 2011 by Germany ,to India and China as the percentage increased by al least 10%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response attempts to summarise the pie charts showing EU exports to India and China in 2000 and 2011. However, the student includes irrelevant background information in the introduction, such as 'Goods are exported since many centuries through various routes', which does not relate to the charts. While the response does mention key figures such as the UK in 2000 (29%) and Germany in 2011 (48%), many comparisons are vague or inaccurate, such as stating 'India and China both import similar amount of goods from same countries'. Furthermore, data points for minor countries are listed in a somewhat confusing manner. Consequently, the task is addressed only partially, placing this response in Band 5.0.
Coherence and Cohesion — Band 5.0
The response is divided into paragraphs, starting with an introduction followed by body paragraphs and a conclusion. However, the overall progression is disrupted by awkward transitions and confusing sentence sequencing, such as starting sentences with 'Firstly' and 'Further ,in the year 2011 . After a decade'. Cohesive devices are sometimes used inaccurately or punctuated poorly (e.g., spacing errors around punctuation marks). Paragraphing is attempted, but internal logical flow is frequently lost due to clunky referencing and fragmented statements, reflecting the characteristics of Band 5.0.
Lexical Resource — Band 5.0
The student uses a basic and limited vocabulary repertoire to describe graphical data, relying heavily on simple terms like 'highest', 'lowest', 'goods', and 'exported'. There are noticeable lexical inadequacies and awkward word choices, such as 'not drastically involved' and 'Finland had also joined for the import for China'. While the vocabulary is minimally adequate to convey the basic topic of trade, repeated errors in collocation and phrasing restrict the lexical score to Band 5.0.
Grammatical Range and Accuracy — Band 5.0
The student attempts a mix of simple and complex sentence structures, but these attempts are frequently marred by structural errors. Examples include tense inconsistencies and awkward phrasing like 'Goods are exported since many centuries'. There are also frequent punctuation errors, such as missing commas or incorrect spacing before full stops and commas (e.g., 'Further ,in the year 2011 .'). These frequent grammatical and punctuation errors cause some difficulty for the reader, aligning with the Band 5.0 descriptors.
See this exact question answered at other band scores — the same prompt compared across bands.
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