Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-09-15

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 given information is about EU export to china and india in different years. If we talk about it.It shows the different countris in including Austria,Belgium,Finlad and some others.

Overal,it indicates the export from 2000 to 2011 EU to India and China it clearly describe the incrase and decrease in some countries.IN 2000 export from United Kindom to India was on the top it was 29% and very down from Austia But in 2011 UNited Kindom decrease and Austia increase by 1% on the Other hand if i discuss about the china most of export from Germony in 2000 and also goes up till 2011

In 2000 india import from United Kingdom 29% and in 2011 its down to only 13% ,Swidon 2%in and 3% in 2011 similar as spain,Belgium 25% in 2000 and 20% in 2011,France 8% in 2000 and fell up by 1% ,italy 7% and 9%,Netherland 4%and 5%and other 5%and 9%

Now china it was 2% from Austia and same for both 2000 and 2011,5% and similar,Finland 6% and 2%,France 13% and 10%,United kindom 9% and 7% ,Germony the most high 38% and later 48% ,Italy 9% and dcreaces 1%

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The student makes an attempt to summarise the data, mentioning several specific countries and percentages for both India and China in 2000 and 2011. However, the response lacks a cohesive, well-developed overview, which is a key requirement for Task 1. The selection of data is somewhat random and reads more like a raw list of figures than a structured report. Several figures contain inaccuracies or confusing phrasing, such as 'fell up by 1%' for France or stating that the UK's export to India decreased while Austria increased by 1% in comparison. While most parts of the charts are touched upon, the lack of clear comparisons and a proper overview pulls the score down into the lower band.

Coherence and Cohesion — Band 4.0

The organisation of the text is weak. The response lacks proper paragraphing, consisting of a short introductory block followed by a dense, unformatted block of continuous data listing. There are no clear logical paragraphs separating the introduction, the overview, and the body details for India and China. Cohesive devices are minimal, repetitive, and frequently incorrect (e.g., 'Now china it was...', 'on the other hand if i discuss about...'). The progression of ideas is difficult to follow, making the text disjointed and hard to read.

Lexical Resource — Band 4.0

The vocabulary used is very basic and repetitive. Words like 'export', 'increase', 'decrease', and 'countries' are misspelled multiple times (e.g., 'countris', 'Finlad', 'incrase', 'Germony', 'Swidon', 'dcreaces'). There is almost no use of less common lexical items, and the inappropriate use of conversational phrasing ('If we talk about it', 'if i discuss about') demonstrates a lack of awareness of academic register and style. Spelling errors occur frequently across common words.

Grammatical Range and Accuracy — Band 4.0

The response displays a very limited range of grammatical structures. Simple sentences dominate, and attempts at complex structures break down into fragmented, run-on clauses (e.g., 'Overal,it indicates the export from 2000 to 2011 EU to India and China it clearly describe the incrase and decrease in some countries.'). Punctuation is heavily flawed, with missing spaces after commas and periods, and numerous capitalization errors (e.g., 'UNited Kindom', 'Austia', 'Germony'). Grammatical errors are frequent throughout and frequently impede comprehension.

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