Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-01

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 depicts the rate of exports from india and china to various european contries in 2000 and 2011.

Overall, belgium and germany remained the largest importer to india and experienced the most dramatic increase while uk experienced a plume in exports. Concurrently germany remained the major importer to china and experienced a dramatic increase in the two years while exports in almost all the other countries reduced to accumodate the increase.

In 2000, Uk was the largest importer to india but experienced a dramatic drop from 29% to 13%. Similarly belgium plummted from 25% to 20%. However every other country experienced an increase in exports ranging from germany, 15% to 25%, italy 7% to 9% and others from 5% to 9%. Additionally, countries like France Netherland, Spain, Sweden and Austria experienced a percentage increase of only 1%. additionally imports in finland remained the same

China's largest importer of all times remained germany and experienced an in increase from 38% in 2000 to 48 % in 2011. Similarly exports from others rose from 4% to 8%. However imports from others countries dropped to accomodate the huge rise in germany's imports ranging from 13% to 10% for France, 6% to 2% in Finlnad, 9% to 7% in the UK 8% to 3% in Sweden. Additionally, spain, netherlands , italy experinced a reduction of 1%. However, the export rate in austria and belgium remained the same.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the main features of the charts, such as the prominent positions of Germany and the United Kingdom, and attempts to make comparisons between 2000 and 2011. However, the interpretation of the data contains confusion regarding the direction of the trade; the charts show EU exports to India and China, but the student describes these countries as 'importers' or sources of exports. Furthermore, the overview and body paragraphs lump several countries together with sweeping generalisations, such as claiming that 'exports in almost all the other countries reduced to accommodate the increase', which is not entirely supported by the figures. Some key data trends are under-developed or inaccurately reported, placing the response firmly in the middle band for task fulfilment.

Coherence and Cohesion: Band 6.0

The text is arranged with a clear overall structure, featuring an introductory paragraph, an overview, and separate body paragraphs for India and China. Cohesive devices such as 'In 2000', 'Similarly', and 'However' are used to signal logical relationships between ideas. Nevertheless, referencing and cohesion can be mechanical or repetitive, particularly in how sentences are linked within the body paragraphs. Paragraphing is present and separates the two destination countries adequately, but the lack of fluid progression and occasional awkward transitions prevent the response from achieving a higher rating.

Lexical Resource: Band 5.0

The vocabulary used is relatively basic and repetitive, with frequent reliance on standard terms like 'largest', 'increase', and 'drop'. There are notable lexical and spelling errors throughout the text, such as 'india' (uncapitalized), 'contries', 'plume' (used instead of plummet), 'accumodate', 'plummted', and 'Finlnad'. The student attempts some less common vocabulary, but word choice and collocation are frequently imprecise, such as referring to destination countries as 'importers' of their own inward shipments. These lexical limitations and errors restrict the score to the lower band.

Grammatical Range and Accuracy: Band 5.0

The writing displays a limited range of sentence structures, relying primarily on simple sentences and basic complex forms connected by coordinating conjunctions. There are frequent grammatical errors, particularly regarding capitalization, missing articles, and awkward prepositional phrases, such as 'imports in finland remained the same' and 'exports from others countries dropped'. Punctuation is also inconsistent, with missing commas in introductory elements and run-on structures. While the meaning is generally decipherable, the frequency of errors in basic grammar and sentence construction prevents the text from reaching a higher level.

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