Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · 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 4.0)

The pie charts illustrates the information of export to different europeian countires inclusding uk, germany, italy, sweden france and many more of them from indian and china.

So therefore, in 2000 india export eu to the belgium and united kingdome the most, and export least to the austria, sweden,spain no more that 1-2% which is the least in that time. moreover india export 7% to italy 15% to germany and another 5% to the other countries. However in the 2011, india export the largest of an 20-25% to belgium and germany respectively. and least to the other country like spain sweden, netherland, and united kingdome which is the major differance because in 2000 india suplly almost 29% back then.

On the other hand, china export more stuff to the germany in the both times roughly 50% in the both 2000 and 2011 it was increased more than 10% over the decade, china has also have been growing its export to the other countries respectively.

To sum up this information, both countries increase there export in that year gradually, both countries trade with germany the most and least with the other ones

AI examiner evaluation

Task Achievement / Task Response — Band 4.0

The response attempts to address the task by discussing the distribution of EU exports to India and China in 2000 and 2011. However, the student completely reverses the direction of the trade data throughout the text, describing India and China as exporting goods to the EU rather than receiving exports from EU countries. Furthermore, there are significant factual misreadings of the data, such as claiming that the UK accounted for 29% of exports to India in 2011 when the chart shows it dropped from 29% in 2000 to 13% in 2011. The overview is rudimentary and inaccurate regarding overall trends. Because the central premise of the data is misunderstood and misinterpreted, the task is only partially addressed.

Coherence and Cohesion — Band 4.0

The response lacks clear paragraphing, structured instead as a block of loosely connected sentences without a proper introductory format. Cohesive devices are either missing or misused (e.g., 'So therefore', 'moreover', 'However in the 2011'). There is no logical progression or clear overall structure guiding the reader through the main features and comparisons. Referencing is frequently confusing, and sentences ramble without effective punctuation, making it difficult to follow the relationships between ideas.

Lexical Resource — Band 4.0

The vocabulary used is very basic and repetitive (e.g., 'export', 'countries', 'biggest', 'least'). There are numerous spelling errors and lexical inaccuracies, such as 'europeian countires', 'inclusding', 'spply', 'differance', and 'gradually' used incorrectly for comparative data. The student attempts to use less common vocabulary or percentages, but inaccurate word choice and poor collocation significantly impede communication and reflect a very limited lexical range.

Grammatical Range and Accuracy — Band 4.0

The grammatical range is extremely limited, relying heavily on simple or poorly constructed compound sentences. There is a persistent lack of control over basic grammar, including subject-verb agreement ('export eu to the belgium', 'china export more stuff', 'countries increase there export'), missing articles, and incorrect prepositions ('in the both times'). Punctuation is faulty, with run-on sentences and comma splices throughout the text. Errors are frequent and consistently cause difficulty for the reader.

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