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 chart display the imformation of goods that are export to India and China by European union countries from year 2000 to 2011
Overall,The chart shows that in year 2000 United kingdom is the biggest exporter and Belgium is the second and Austria is the one whose export is less for India.In the same year Germany is the biggest exporter and France is the second and Austria export less to china.
As,The information is given by the chart says that in the year 2000 United kingdom is the one who export more to India and Belgium is the second country and other countries export less.In same year for China Germany is the biggest exporter followed by France on the second.
By year 2011 Germany became the biggest exporter for India and Belgium remain the second country.And for China Germany is still the biggest exporter and France is on second number.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.5 |
Task Achievement / Task Response — Band 5.0
The response attempts to present an overview and select main features from the pie charts regarding EU exports to India and China in 2000 and 2011. However, the text suffers from severe repetitiveness, repeating the exact same comparisons multiple times across different sentences (e.g., stating multiple times that the UK was the biggest exporter to India in 2000, and Germany to China). While some key figures are correctly identified, such as Germany rising to 25% for India and 48% for China in 2011, the lack of developed analysis and redundant content pull this section down. It fulfills the basic requirements of reporting data from the visual aids, but the underdeveloped and repetitive structure limits its effectiveness. This corresponds to a Band 5.0.
Coherence and Cohesion — Band 5.0
The response lacks clear paragraphing, consisting of a single block of text or very poorly defined short lines that do not constitute proper paragraphs. There is an absence of logical progression and clear overall organization because the student repeatedly rewrites the same introductory and body points without advancing the description. Cohesive devices are either missing or misused, relying heavily on abrupt transitions like 'As, The information is given...' and 'By year 2011'. Referencing is unclear and repetitive, making the flow disjointed and difficult to follow. This demonstrates features of Band 4.5 to 5.0, fitting best into Band 5.0 due to some attempt at chronological ordering.
Lexical Resource — Band 4.0
The vocabulary used is very basic, repetitive, and heavily reliant on direct lifting from the prompt and charts (e.g., repeating 'biggest exporter', 'export', 'goods'). There are frequent lexical errors and inappropriate word choices, such as 'imformation' (spelling), 'export' instead of 'exports' or 'exported', and 'export is less' instead of 'had the lowest share'. The range of vocabulary is extremely limited and inadequate for a well-rounded academic task. This matches the descriptors for Band 4.0, as the restricted vocabulary and recurring errors occasionally strain the reader's understanding.
Grammatical Range and Accuracy — Band 4.5
The student uses predominantly simple sentence structures with very limited and faulty attempts at complex clauses. There are persistent grammatical errors throughout the text, including missing articles ('the UK', 'the pie chart'), incorrect verb tenses and forms ('display', 'are export', 'export less'), and poor punctuation (missing full stops and improper capitalization after commas). These errors frequently disrupt the flow of reading, though the general meaning remains partially decipherable. Because of the limited structural range and high frequency of basic grammatical errors, this performance aligns with Band 4.5, rounded to 4.5.
See this exact question answered at other band scores — the same prompt compared across bands.
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