Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-09-27

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 5.5)

The pie charts illustrate exports of different Europeon countries with india and china between 2000 and 2011.

Overall, Belgium accounted for the largest export with india, and German accounted for the largest share with China. In contrast, Austria recorded at lowest figure in term of export with India and China.

In 2000, United Kingdom export of goods to india accounted for the largest figure at 29%, followed by belgium recorded 25%, which was higher than germany and france recorded 15% and 8% respectively. Furthermore, finland, Italy, Netherlands, spain and sweden made up 17%, of the total. Lastly, austria remained at the lowest ranked with 1%. In contrast, in export of things with China, Germany accounted for largest figure with sharp rise, at 38% followed by, france with slight increase stood at 13%, which was higher than United kingdom recorded at 9%, after a sharp declined as compare to 2000, while other countries made up mere 20%. lastly, spain and Austria remained at lowest figure in term of export.

Furthermore, Germany accounted for the largest export of good to China in both 2000 and 2011, followed by france recorded at approximately 13%, which was higher than other countries like belgium, italy and finland recorded approximately, 5% in both yeras. lastly, Austria stood at 2% in term of export.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The student addresses the task by reporting on the main features of EU exports to India and China in 2000 and 2011. An overview is provided at the beginning, noting key countries such as Belgium, Germany, and Austria. However, there are some inaccuracies and a lack of precise detail when describing the individual charts. For instance, the student states that Finland, Italy, Netherlands, Spain, and Sweden made up 17% in 2000 for India, but the data calculation is imprecise, and some descriptions feel repetitive or slightly disorganized. Furthermore, some data points are misreported or mixed up in the third paragraph. While the response covers the key trends, the data selection and reporting require greater accuracy and clearer structuring to reach a higher band.

Coherence and Cohesion: Band 5.5

The response has an overall logical arrangement with a clear introduction, body paragraphs, and an overview. However, cohesion is sometimes faulty or mechanical. The use of transition words such as 'Furthermore', 'Lastly', and 'In contrast' is repetitive and sometimes misapplied. Paragraphing is attempted, but the third and fourth paragraphs contain overlapping and repetitive information about the countries, making the progression of ideas disjointed. Referencing and cohesive devices need to be used more flexibly and accurately to ensure a smoother flow of information between sentences and paragraphs.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, attempting some less common items such as 'accounted for', 'sharp rise', and 'slight increase'. However, there are several noticeable errors in word choice, collocation, and word formation, such as 'Europeon' instead of 'European', 'india' instead of 'India', 'German' instead of 'Germany', and 'export of things'. Additionally, spelling and capitalization errors are frequent throughout the text (e.g., 'finland', 'france', 'belgium'). These errors do not completely impede communication but restrict the lexical score to a Band 5.5.

Grammatical Range and Accuracy: Band 5.0

The student attempts a mix of simple and complex sentence forms, utilizing relative clauses and participial phrases (e.g., 'which was higher than germany and france recorded'). However, control over grammar and punctuation is inconsistent. There are numerous punctuation errors, missing commas, and capitalization issues. Grammatical errors include tense inconsistencies and awkward passive/active constructions, such as 'Austria recorded at lowest figure' and 'after a sharp declined as compare to 2000'. Complex structures often contain errors, resulting in frequent inaccuracies that occasionally strain the reader, though basic communication is maintained.

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