Band 4.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-09-19
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 4.5)
The pie charts represent the transporting products from distinct European Union nations to India as well as China between 2000 and 2011.
First of all, Finland exports of goods to India in constant proportion in both years 2000 and 2011. Secondly, less in objects which transfer from Belgium day by day. Thirdly, France contains $8\%$ and $9\%$ things in 2000 and 2011 respectively. Although, Sweden, Spain, Netherlands, Italy sells more products in year 2011 rather than 2000, but United Kingdom less preference to give objects to India in the upcoming years.
In addition, Austria and Belgium give same importance in both years. Moreover, Finaland, France, Italy, Sweden and United Kingdom declined to export their goods in year 2011. Also, great profit had been seen in Germany which is followed by $10\%$.
Overall, Germany gave more preference to export their things to India and China from 2000 to 2011.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.5 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 4.5
The response fails to meet the minimum word count of 150 words, coming in at 148 words, which impacts Task Achievement. While the student attempts to report on the charts, the coverage is disjointed and fails to provide a clear, well-structured overview. Several descriptions of data are inaccurate or confusing, such as claiming that 'Finland exports of goods to India in constant proportion' or referring to 'things' and 'objects' rather than specific export percentages. The comparison between countries and years lacks precision and fails to select and report the main overarching features, such as Germany's dominance or the significant shifts in the UK and Belgium's export shares to India. Consequently, the task is only partially addressed.
Coherence and Cohesion — Band 4.0
The text suffers from poor overall organization and progression. While the student attempts to use transition markers like 'First of all', 'Secondly', and 'In addition', these are used mechanically and often inappropriately to string together disconnected sentences rather than to develop a logical argument or sequence of data points. Paragraphing is weak, with short, disjointed paragraphs that fail to group related information effectively. Referencing is also problematic, making it difficult to follow which data points or years are being discussed.
Lexical Resource — Band 4.5
Vocabulary usage is extremely limited and inappropriate for an academic task. The student repeatedly uses non-academic and imprecise terms such as 'transporting products', 'things', 'objects', and 'give same importance', instead of formal terminology related to trade and economics like 'exports', 'proportions', 'share', or 'percentage'. There are also frequent unnatural collocations and awkward word choices, such as 'less preference to give objects'. While some basic numbers and percentages are attempted, the overall range of vocabulary is inadequate to discuss visual data effectively.
Grammatical Range and Accuracy — Band 4.5
The response displays a very limited range of grammatical structures. Most sentences are simple or attempt complex forms that result in severe grammatical errors and fractured syntax, such as 'Finland exports of goods to India in constant proportion' and 'Sweden, Spain, Netherlands, Italy sells more products in year 2011 rather than 2000, but United Kingdom less preference to give objects'. Agreement errors, missing verbs, and incorrect prepositions are pervasive throughout the text, frequently impeding comprehension and straining the reader.
See this exact question answered at other band scores — the same prompt compared across bands.
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