Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · 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 4.5)

The given chart illustrates the information about exports from various EU countries to india and china in between the year 2000 and 2011.

To begin with India, in 2000 United kingdom expots large amount of goods to india at 29% but in 2011 india decrease inporting goods from UK in this India only import 13%of goods there are also many countries from where India export goods but in 2000 United kingdom expots large amount of goods to india at 29% but in 2011 india decrease inporting goods from UK inin less amount in both year 2000 and 2011 such as France, Finland, Belgium, swedan, spain, Neitherlands, Italy and others. In 2011 India imports goods in large amount from Germany.When looked at china in 2000, Germany is the most exporter of goods to china in both year 2000 and 2011 and there are also other countis from where china import good but in less amount.

When talked about india india imports goods from many countries but india import large amount of goods from UK at 29 there was an the this tthose ithis ouun countar5y /.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The response attempts to address the prompt by discussing the provided pie charts regarding EU exports to India and China in 2000 and 2011. However, the task achievement is severely hindered by significant repetition, fragmented sentences, and garbled text towards the end, such as 'when talked about india india imports goods from many countries...'. While some key data points are mentioned, such as the UK exporting 29% to India in 2000 and Germany dominating exports to China, the lack of a coherent overview and the presence of severe confusion and run-on phrasing mean the response only partially addresses the requirements. Overall, the development of ideas is heavily compromised by the breakdown in communication.

Coherence and Cohesion — Band 4.0

The organizational structure of the response is extremely weak, preventing any clear logical progression. The student attempts paragraphing, but paragraphs lack internal cohesion and often repeat the same points awkwardly, as seen in the repeated mentions of the UK's 29% share for India. Cohesive devices are either missing, misused, or repetitive (e.g., overusing 'to begin with', 'when looked at', and 'when talked about'). Furthermore, referencing is frequently unclear, and the text disintegrates into fragmented and unintelligible phrases at the conclusion. Paragraphing is not used effectively to separate distinct trends or categories.

Lexical Resource — Band 4.5

The lexical range is very limited and repetitive. The student relies heavily on basic vocabulary and misspelled words throughout the response (e.g., 'inporting', 'expots', 'swedan', 'Neitherlands', 'countis'). There are multiple awkward word choices and collocations, such as 'most exporter' instead of 'largest exporter'. While the student attempts some topic-related vocabulary like 'exports', 'goods', and 'countries', the persistent spelling mistakes and inability to accurately deploy functional vocabulary severely constrain the response. Consequently, vocabulary is a major factor impeding the reader's understanding.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, consisting mostly of poorly constructed simple and attempted complex sentences. There is a high frequency of grammatical errors, including missing articles, incorrect subject-verb agreement ('india decrease inporting'), and severe run-on sentences joined by commas or conjunctions without proper punctuation. The final sentence contains completely broken syntax and gibberish ('ouun countar5y /'). Because errors are pervasive and frequently impede meaning across nearly every sentence, the writing falls well below the threshold for Band 6.

See this exact question answered at other band scores — the same prompt compared across bands.

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