Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

The given pie chart elucidates information about Eu Exports of goods to india and china in 2000 and 2011 . The chart compares different categories and present the data in number or precentage .

Overall, it can that their are noticeable compare different categories shown in the chart . In addition , some categories show some fluctuation increament as well as decreament wheares for some cases of stable .

According to the chart , the chart first main activities 2000 Eu exports od goods to india Austria 1% , Belgium 5% Finland 6% , France 13% , Germany 38% , italy 9% , Netherlands 4% , spain 2% , sweden 8% , United kingdom 9% , with others 4% in Eu exports of goods to inda , 2011 Eu exports of goods to india Austria 2% , Belgium 20% , Finland 2% , France 9% , Germany 25 % italy 9% , Netherlands 5% , spain 3% , sweden 3% , United kingdom 13% with other 9% in 2011 eu exports of goods to india .

Eu exports of goods to China 2010 Austria 2%, Belgium 5% , Finland 6% , France 13% , Germany 38% italy 9%, Netherlands 4% , Spain 2% other 4% in 2000 exports in china . EU Exports of goods to china 2011 Austria 2% , France 10% , Germany 48% Netherlands 5% , sweden 3% , other 8% in exports of goods to china 2011.

AI examiner evaluation

Task Achievement / Task Response — Band 4.5

The student attempts to address the task by mentioning various countries and percentages from the pie charts. However, the response falls significantly short of a proper overview and fails to effectively select and report the main features or make meaningful comparisons. Much of the text consists of an indiscriminate, raw listing of percentages for different countries without clear synthesis or grouping. For instance, the long strings of data recitation in the third and fourth paragraphs impede clarity. There is also confusion in data attribution (e.g., mixing up figures for India and China). Consequently, the task is only partially addressed, leading to a band score of 4.5.

Coherence and Cohesion — Band 4.0

The response exhibits severe limitations in logical organisation and cohesion. While paragraphing is attempted, the overall progression is extremely disjointed, and sentences often lack cohesive links. Phrases like 'According to the chart , the chart first main activities' are confusing and mechanical. Reference and logical sequencing break down frequently, especially in the body paragraphs where data is dumped in dense, unreadable strings without clear transitions or structural signposts. This results in a choppy and difficult reading experience, corresponding to a band score of 4.0.

Lexical Resource — Band 4.0

The vocabulary used is very basic, repetitive, and heavily reliant on direct lifting or faulty memory of the prompt and chart labels (e.g., 'increament', 'decreament', 'wheares'). There is an inability to use less common lexical items effectively, and word choices are frequently imprecise or incorrect, such as 'elucidates information' followed by mechanical listing errors. Spelling and morphological errors ('precentage') are noticeable and occasionally strain the reader's understanding, placing this response firmly in the band 4.0 category.

Grammatical Range and Accuracy — Band 4.0

The student demonstrates a very limited range of sentence structures, relying on simple, highly flawed constructions. There are frequent, fundamental grammatical errors throughout the text, including fragment sentences ('Overall, it can that their are noticeable compare...'), missing verbs, incorrect prepositions, and pervasive punctuation errors (such as spaces before commas). Complex structures are virtually absent, and the density of errors significantly disrupts comprehension at multiple points, justifying a band score of 4.0.

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