Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · IELTS Momentum Workout · 2026-09-18
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 6.5)
The pie charts below illustrate exports from different EU countries to India and China in 2000 and 2011. In 2000, the United Kingdom was the major exporter to India, while Germany was the major exporter to China. Germany not only remained the major exporter to China but also surpassed the UK as an exporter to India in 2011.
In 2000, 29% of goods were exported from the UK to India, and this percentage dropped significantly to 13% in 2020. The second major exporter to India was Belgium, and it exported 25% of the goods. The percentage decreased by 5 percentage points in 2011 in this case too. However, Germany emerged as a major exporter in 2011, as its exports rose to 25%. The percentages of exported goods remained either unchanged or showed slight variation in other instances.
Germany not only remained the major exporter to China in 2000 and 2011, but also became more popular as an exporter in later years. France was the second major exporter to China in both 2000 and 2011. However, the percentage decreased by 3 percentage points in this case. UK, Sweden, Italy and Finland lost their popularity as exporters. In contrast, the Netherlands and Spain showed a slight increase in the percentage of exported goods. Belgium maintained its percentage as an exporter in 2011.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.5 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.5
The student covers all parts of the task well, providing a clear overview and highlighting key trends and comparisons between the years 2000 and 2011. For instance, the response correctly identifies the UK as the leading exporter to India in 2000 and Germany's dominance regarding China and its eventual surpassing of the UK in India. However, there is a minor factual slip regarding the year in the body paragraph, where the student writes 'dropped significantly to 13% in 2020' instead of 2011, given the chart data. Nonetheless, the main features are well selected and supported by accurate data points, demonstrating a solid understanding of the visual information.
Coherence and Cohesion — Band 6.5
The response is logically organized with a clear overall progression. It begins with an introductory overview and logically splits the body paragraphs into exports to India and exports to China. Paragraphing is used appropriately to separate different subjects. Cohesive devices such as 'In 2000', 'However', 'In contrast', and 'not only... but also' are used effectively to guide the reader through comparisons and contrasts. Referencing is generally clear, and the relationships between ideas are well maintained throughout the text.
Lexical Resource — Band 6.0
The student demonstrates an adequate to good range of vocabulary appropriate for an academic task, utilizing terms like 'major exporter', 'surpassed', 'percentage points', and 'slight variation'. Less common phrases such as 'lost their popularity as exporters' and 'emerged as a major exporter' show some awareness of style and collocation, though some expressions border on slightly informal for academic writing ('become more popular'). There are occasional minor lexical choices, but overall vocabulary is sufficient to convey the message clearly and with some precision.
Grammatical Range and Accuracy — Band 6.5
A good mix of simple and complex sentence structures is employed, including correlative structures ('not only remained... but also surpassed') and subordinate clauses. Grammatical control is generally strong, with frequent error-free sentences. Minor errors do occur, such as the missing article in 'UK, Sweden, Italy and Finland' (should be 'The UK'), but these do not impede communication. Punctuation is used correctly throughout the text, allowing for smooth reading.
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