Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

First i will talk about india.

In 2000 the EU exports to india is higher in belgium which is 25% which is comparatively higher than 2011 which showing just 20%. While the exports in united kingdom is typically higher 29% in 2000 but in 2011 it is comparatively low just 13%. For sweden and spain its increase from 2% to 3% in 2011 since 2000. The exports increases for the other countries from 5% to 9% in 2011.

Now we will explain the European exports of goods in china, unlike india the the united kingdom exports is 9% in 2000 while it decrease a little bit in 2011 to 7%. For belgium it was same about 5% of goods export. For sweden it decrease from 8% to 3%. The export increase for spain from 2% to 3%. In case of others it increases from 4% to 8%. In the end i will summarize that the percentage of goods that exports from india is higher as compare to china. Because china has low export than india.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response attempts to address the task by reporting several details from the pie charts, such as the exports for Belgium and the United Kingdom in 2000 and 2011. However, the treatment of the data is limited and under-developed, falling short of a fully rounded overview. While some features are selected, the commentary lacks a clear structural progression and misses significant comparative highlights between the two destination countries. Furthermore, the final concluding statement contains a major misunderstanding of the chart data, claiming that the percentage of goods exported from India is higher compared to China, which reflects a confusion regarding the direction of trade (EU exports *to* India versus *to* China). These limitations keep the response at the partial task fulfillment level.

Coherence and Cohesion: Band 5.5

The essay displays some basic organization by dividing the analysis into two separate paragraphs for India and China, followed by a concluding remark. However, there is no clear overall progression, and the introduction of ideas feels disjointed due to conversational conversational phrases like 'First i will talk about india' and 'Now we will explain'. Cohesive devices are minimal, repetitive, and occasionally inaccurate, such as using 'For' repeatedly to introduce new data points ('For sweden and spain', 'For belgium', 'For sweden'). Paragraphing is also disrupted by the lack of proper separation and capitalization, which impacts the overall readability and flow of the text.

Lexical Resource: Band 5.0

The vocabulary used is very basic and repetitive, relying heavily on simple verbs and adjectives like 'higher', 'lower', 'increase', and 'decrease'. There are noticeable errors in word choice and phrasing, such as 'the exports in united kingdom is typically higher' and 'goods export', which show a lack of precision. Additionally, mechanical issues such as failing to capitalize proper nouns ('india', 'china', 'belgium', 'united kingdom', 'sweden', 'spain') recur throughout the text. While the vocabulary is minimally adequate to convey basic ideas, the limited range and frequent inaccuracies constrain the lexical score.

Grammatical Range and Accuracy: Band 5.0

The response relies on a very limited range of sentence structures, mostly simple sentences joined by coordinating conjunctions or relative pronouns. There are frequent grammatical errors in verb forms, tense consistency, and subject-verb agreement, such as 'the EU exports to india is higher' (plural subject with singular verb), 'which showing just 20%', 'it decrease a little bit', and 'the the united kingdom exports'. Punctuation is also weak, marked by a lack of capital letters at the beginning of sentences and for proper nouns. These frequent errors cause occasional difficulty for the reader and demonstrate poor control over complex sentence patterns.

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