Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-17
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 charts illustrates how much goods from China and India were imported from different europian countries between 2000 and 2011.
Overall, Germany and Belgium were main exposrters among all, whille others showed variable percentages in 2000. In 2011, Germany was at the top in the exporters list with leaving behind all others europian countries in 2011.
Firstly, Spain and Netherlands faced no increase for both the Asian countries, keeping 2% and 4% respectively in 2000, while UK and Belgium were decreased dramatically from 29% to 9% for UK and 25% to 5% for Belgium in exposrters list. Italy, Sweden and Finland gained gradual increase for China. Moreover, Germany and France showed grteat increase of around 15% for India and 38% for China and 8% to 13% for both countriues respectively in 2000.
Secondly, by looking at the graph in 2011, Spain, Sweden, Finland and Netherlands experienced no change for India and China in exporting goods. UK and Belgium showed abrupt changes as UK was dropped down from 13 % to 7% and so far Belgium from 20% to 5%. Italy and France gained gradual increase for China. Moreover, Germany showed grteat increase of around 25% for India and 48%.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The student attempts to address the task by comparing EU exports to India and China in 2000 and 2011. However, there are significant inaccuracies in interpreting the data, such as misreading the charts as showing imports from Asia rather than exports to Asia, and stating that Spain and Netherlands faced 'no increase' when their percentages actually fluctuated (e.g., Netherlands shifted from 4% to 5% for India, and Spain from 2% to 3%). Furthermore, the overview is weak, focusing mainly on Germany and Belgium without capturing the broader comparative shifts across both destination countries. While some major trends like Germany's dominance are noted, the factual misinterpretations and limited synthesis prevent a higher score.
Coherence and Cohesion — Band 5.0
The response is structured into distinct paragraphs, including an introduction, an overview, and body paragraphs dedicated to specific comparisons. However, the progression within and between paragraphs is heavily disrupted by poor cohesive devices and confusing transitions such as 'Firstly' and 'Secondly', which do not logically organise the data points. Referencing is sometimes unclear, and the mechanical listing of percentages makes the text difficult to follow smoothly. Paragraphing is attempted, but overall cohesion is faulty and lacks clear logical flow.
Lexical Resource — Band 5.0
The vocabulary used is adequate for a basic description, featuring words such as 'exporters', 'percentage', and 'gradual increase'. However, there are frequent spelling errors ('europian', 'exosrters', 'whille', 'grteat', 'countriues') and awkward word choices, such as using 'imported' in the introduction instead of 'exported'. Attempts at less common lexical items are marred by these inaccuracies, which occasionally impede communication and restrict the score to the lower band.
Grammatical Range and Accuracy — Band 5.0
The student uses a mix of simple and complex sentence structures, such as 'The charts illustrates how much goods...'. However, grammatical accuracy is weak throughout the response. There are subject-verb agreement errors ('charts illustrates'), incorrect prepositions ('at the top in the exporters list'), and awkward passive/active confusions ('was dropped down'). While communication is generally maintained despite these errors, the high frequency of non-systematic grammatical slips keeps the score at a band 5.0.
See this exact question answered at other band scores — the same prompt compared across bands.
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