Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-09-22

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 given pie charts illustrate the propartion of EU exports of goods to India and China in 2000 and 2011.

Overall, it is evident that the dominate share exports by UK in 2000 to India. Whereas, in china, the dominate share exports goods by Germany. However, in 2011 year India has import goods from Germany. Which was the highest share from EU countries and Germany have still major share in China to exports of goods.

In 2000 year, the highest share of export of goods was consumed by United Kingdom in India. It was obeserverd 29%. In contrast, it was reduced by nearly half and reached to 13% in 2011. A similar tred was folloed by Belgium. It was seen reduced by 5% and accoutned to 20%.

In 2000, China imports goods from Germany around 38%, which led the highest share in market and in 2011, it was increased and reachind to nearly half of the share. It was seen 48%.In contrast, France , Finland, United kingdom, Sweden have reduced percentage of exports goods to China.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response attempts to cover the main features of the pie charts, successfully highlighting Germany's dominance in China and the shifts in exports to India, such as the United Kingdom's drop from 29% to 13%. However, there are significant weaknesses in how data is presented and selected. Several sentences contain confusing phrasing and grammatical errors that obscure the intended meaning, such as 'dominate share exports by UK in 2000 to India'. Furthermore, some comparative details lack precision, and the overview is poorly integrated. While the student does address both countries and time periods, the lack of clarity and superficial development limit the task response to a Band 5.0.

Coherence and Cohesion — Band 5.0

The text is organized into basic paragraphs, with an introduction, body paragraphs, and an overall statement. However, the logical progression is frequently disrupted by awkward sentence structures and abrupt transitions. Cohesive devices are either misused or absent, resulting in a mechanical flow. For example, sentences starting with 'Which was the highest share' inappropriately fragment complex ideas. Paragraphing is attempted, but internal cohesion within paragraphs suffers from poor referencing and unclear connections between ideas. Overall, the organizational structure meets the criteria for Band 5.0.

Lexical Resource — Band 5.0

The vocabulary used is relatively basic and repetitive, with frequent reliance on words like 'share', 'goods', and 'exports'. There are also several noticeable word choice and spelling errors, such as 'propartion' instead of 'proportion', 'dominate' instead of 'dominant', and 'tred' instead of 'trend'. The student attempts some less common vocabulary, but inaccurate collocations and lexical forms—such as 'import goods from Germany' used in a passive/active mix-up—restrict the lexical range. These errors cause occasional difficulty for the reader, placing this aspect firmly at Band 5.0.

Grammatical Range and Accuracy — Band 4.5

The response demonstrates a very limited range of grammatical structures, relying mostly on simple sentences and flawed attempts at complex ones. There are frequent grammatical errors throughout the text, including tense confusion, missing articles, and incorrect word forms (e.g., 'reachind to nearly half of the share', 'France, Finland, United kingdom, Sweden have reduced percentage'). Punctuation is also problematic, with misplaced full stops splitting sentences awkwardly. These persistent errors frequently cause strain for the reader and prevent the response from achieving a higher band score.

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