Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-14

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 illustrate the exported product of from different European countries in India and China in the year 2000 and 2011.

In 2000, United kingdom leads by 29% of share in India, followed by Belgium was about 25% in 2000. Germany had 15% shares which was 3 highest in India in the year 2000. Austria, Finland, France, Italy, Netherlands, Spain, Sweden and other European countries combined percentage of shares were less than rest of above three countries.

In 2011, United Kingdom and Belgium both dropped to 13% and 20%. Germany topped in 2011 by 25%. Other European countries shows same trend.

In 2000, Germany was the major exporter European countries in China by 38%. The other European countries with UK and Belgium combied export was 62% in the year 2000. This trend continous in 2011, Germany topped the chart and increased to 48% which was nearly half in all combined European countries. Rest of the countries shows smiliar trend in 2011.

Overall, the Germany was the biggest expoter of European countries in India and China in the year 2000 and 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover the main features of the pie charts regarding EU exports to India and China in 2000 and 2011. However, the data presented contains several inaccuracies when compared to the visual source. For example, the student states that the United Kingdom led with 29 percent in India in 2000, whereas other countries and proportions are misstated or described vaguely, such as grouping 'Austria, Finland, France, Italy, Netherlands, Spain, Sweden and other European countries' without proper overall synthesis. While an overview is provided at the end, identifying Germany as the biggest exporter overall, the lack of precision in reporting specific data points and comparisons prevents the response from achieving a higher band. It satisfies the basic requirements of an Academic Task 1 summary, but the data reporting is somewhat flawed.

Coherence and Cohesion — Band 5.0

The response is structured into distinct paragraphs representing an introduction, body paragraphs for India and China respectively, and a brief conclusion. However, the progression within paragraphs is occasionally disjointed, and referencing is repetitive or confusing, such as repeatedly using phrases like 'in the year 2000' and 'in 2011' in almost every sentence. Cohesive devices are used mechanically and sometimes inaccurately, such as 'This trend continous in 2011' and 'Rest of the countries shows smiliar trend'. Paragraphing is attempted, but the overall logical flow is hindered by awkward transitions and repetitiveness.

Lexical Resource — Band 5.0

The vocabulary used is relatively basic and repetitive, relying heavily on simple terms like 'export', 'share', 'country', and 'trend'. There are noticeable word-choice and collocation errors, such as 'exported product of from different European countries' instead of 'exports from different European countries', and 'major exporter European countries' instead of 'major European exporter'. Less common vocabulary is attempted with limited success ('combied', 'continous'). While the vocabulary is minimally adequate to convey the general topic, errors in word formation and spelling are evident throughout the text.

Grammatical Range and Accuracy — Band 5.0

The student attempts a mix of simple and complex sentence structures, but control over grammar is weak. There are frequent grammatical errors, such as subject-verb agreement issues ('Other European countries shows same trend', 'Rest of the countries shows smiliar trend') and prepositional errors ('in India and China' vs exports *to* these countries). Additionally, spelling mistakes ('combied', 'continous', 'smiliar') and awkward phrasing detract from the quality of writing. Although some sentences are understandable, errors occur with high frequency and occasionally cause confusion for the reader.

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