Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-09-26

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 illustrates how export from different EU coutries from india and china take place between 2000 and 2011.

Overall , In 2000 , the major exports take place in UK about 29 percent , Germany 38 percent . However , In 2011, Germay has the major exports of about 25 and 48 percent .

In 2000 , EU exports to india has the major percent ws seen in UK and belguim . where the least expitation is seen in many EU countries such as finland ,sapin, sweden ,austrailia of about 2,2,2,1 percent repectively.EU export to china , germany has the most higest export about 38 percent with all other countries remains same.

In 2011, germany gain has the most highest exportation rate ogf about 25 percent with lest exportation is austria and finland of about 2 pervent.germany gain more exports of about 48 percent .While the other EU countries has relatively the same ratio of exportation

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to cover the key features of the pie charts comparing EU exports to India and China in 2000 and 2011. However, the data presented contains several inaccuracies and confusion between the two charts. For example, the student states that in 2000 Germany's exports were 38 percent to India, whereas the chart shows Germany at 15 percent for India and 38 percent for China. Furthermore, the overview lacks clarity and fails to provide a coherent summary of the main trends. The information is presented in a fragmented manner without a clear, systematic structure, leading to a partial and sometimes inaccurate fulfillment of the task.

Coherence and Cohesion: Band 4.5

The organization of the response is weak. The student attempts to use paragraphing, but the division of ideas is erratic and confusing, separating related data across disparate sentences. Cohesive devices are minimal and often misused, such as inappropriate transitional phrases like 'However, In 2011' and 'where the least expitation is seen'. There is a lack of clear progression, and the referencing between countries and figures is frequently ambiguous, making it difficult for the reader to follow the flow of information.

Lexical Resource: Band 4.0

The vocabulary used is very limited and repetitive, relying heavily on basic terms such as 'exports', 'countries', and 'percent'. There are numerous spelling errors and inappropriate word choices, such as 'coutries' instead of countries, 'expitation' instead of exportation, 'ws' instead of was, and 'ogf' instead of of. Less common lexical items are attempted but used incorrectly, demonstrating a lack of precision and control over word formation and collocation.

Grammatical Range and Accuracy: Band 4.0

The grammatical range is extremely limited, consisting mostly of simple and attempted complex sentences that are plagued by basic errors. There are frequent subject-verb agreement issues, missing articles, and incorrect prepositions, such as 'export from different EU coutries from india and china take place' and 'germany gain has the most highest exportation rate'. Punctuation is also erratic, with unnecessary spaces before commas and periods. These frequent errors cause significant strain and confusion for the reader.

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