Band 7.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 7.5 · IELTS Momentum Workout · 2026-09-16

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 7.5)

### Band 7 Sample Answer

The four pie charts compare the proportions of goods exported from the EU to **India and China** in **2000 and 2011**, with figures given as percentages.

Overall, **Germany was the largest exporter to both countries in 2011**, while the share of exports accounted for by the UK fell considerably for India. In contrast, Germany's contribution to exports to China increased substantially. There was also a wider distribution of exports among European countries in 2011, particularly in the case of India.

In 2000, the **UK was the main exporter to India**, accounting for **29%** of total EU exports, followed by Belgium at **25%** and Germany at **15%**. France represented 8%, while Italy, the Netherlands, Sweden and Spain contributed smaller proportions of 7%, 4%, 2% and 2%, respectively. By 2011, Germany had become the largest exporter to India, at **25%**, while Belgium's share fell slightly to 20%. The UK's proportion also decreased markedly, from 29% to **13%**. Meanwhile, Italy increased to 9%, and the Netherlands, Spain and Sweden accounted for 5%, 3% and 3%.

Regarding exports to China, **Germany already had the largest share in 2000, at 38%**, followed by France at 13%, Italy at 9% and the UK at 9%. By 2011, Germany's share had risen significantly to **48%**. France also increased slightly to 10%, while Italy declined marginally to 8%. The UK's proportion fell to 7%, whereas the shares of the Netherlands and Spain changed little, at 5% and 3% respectively.

AI examiner evaluation

Task Achievement / Task Response — Band 7.5

The response fully addresses all parts of the task by effectively summarising the main features of EU exports to India and China in 2000 and 2011. The student provides a clear overview highlighting key trends, such as Germany becoming the largest exporter to both countries by 2011 and the dramatic shift in the UK's share regarding India. Data is accurately selected from the charts to support these comparisons, such as noting the UK's drop from 29% to 13% for India and Germany's rise to 48% for China. The information is well-selected, logically structured, and completely grounded in the provided visual data.

Coherence and Cohesion — Band 7.5

The response demonstrates clear logical organisation and progression throughout. Information is coherently sequenced, starting with an introduction, followed by an overview paragraph, and then detailed body paragraphs dedicated to each destination country. Cohesive devices are used flexibly and appropriately, such as 'In contrast', 'By 2011', and 'Regarding exports to'. Paragraphing is well-managed, with each paragraph serving a distinct and clear function in presenting the data and comparisons.

Lexical Resource — Band 7.0

The student uses a sufficient and flexible range of vocabulary suited to reporting statistical data and trends. Appropriate less common lexical items and phrasing are employed, such as 'proportions of goods exported', 'accounted for', 'fell considerably', and 'increased substantially'. Word choice and collocations are generally precise, though the language remains natural and avoids over-complicated or forced terminology. Spelling and word formation are entirely accurate throughout the response.

Grammatical Range and Accuracy — Band 7.5

The response features a wide range of complex structures used accurately and flexibly. The majority of sentences are error-free, demonstrating excellent command of complex clauses and participial phrases, such as 'accounting for 29% of total EU exports, followed by Belgium at 25% and Germany at 15%'. Control of punctuation, tense consistency across years, and grammatical structures is strong, supporting fluent reading and clear communication of the data.

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