Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-10-03

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 6.0)

The pie charts compare the products that China and India had imported from different European countries in 2000 and 2011.

Overall, the percentage of exports to India increased in the later year whereas in China's case, most of the countries experienced a decline in exports. However, the export from Germany to China increased significantly in 2011.

In detail, Uk had the highest proportion of products being shipped to India in 2000 at 29%, folllowed by Belgium at 25% and Germany at the third place. The contribution of exports to India from other EU countries was relatively small such as France at 8%, Italy 7%, Netherlands 4% and Spain, Sweden, and Finland at 2% each. Australia had the smallest proportion among all the countries at just 1% and others share at 5%. By 2011, these percentages fluctuated, with Belgium declined to 20% and UK at 13%, a decrease of more than half. The most noticeable increase was seen in Germany's exports at 25% and other nations rising the exports to 9%.

On the other hand, China had highest imports from Germany at 35% which rose to 48% in 2011. All other EU countries faced a decline in imports from China, Showing a self relience from the country.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses all parts of the task by reporting data from both pie charts for 2000 and 2011, making relevant comparisons between the two countries. However, some parts are more fully addressed than others, and a few figures contain inaccuracies, such as stating that China's highest imports from Germany started at 35% in 2000 when the chart shows 38%. Furthermore, the overview contains a slight misgeneralisation regarding China's overall exports/imports, noting that 'most of the countries experienced a decline in exports' when referring to the EU nations sending goods to China. These limitations mean the response sits firmly in the middle band for this criterion, as the main features are covered but some ideas are underdeveloped or lack complete precision.

Coherence and Cohesion: Band 6.0

The response has a coherent overall arrangement with a clear introduction, an overview paragraph, and detailed body paragraphs split by destination country. Paragraphing is used appropriately to separate the data for India and China. However, cohesion is sometimes faulty or mechanical, relying on transitional phrases like 'In detail,' and 'On the other hand,' rather than creating a seamless flow of information. Referencing and logical progression can also be slightly strained, such as the abrupt transition when introducing the second pie chart. While the text is easily followed, these mechanical cohesive devices and occasional referencing issues prevent it from reaching a higher band.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, attempting less common terms such as 'proportion', 'fluctuated', and 'noticeable increase'. However, there are several word choice, collocation, and spelling errors that prevent a higher score, such as 'folllowed' (spelling), 'Belgium declined' instead of 'declined to', and confusing 'imports' with 'exports' in the final sentence ('All other EU countries faced a decline in imports from China, Showing a self relience'). Additionally, 'Australia' is incorrectly written instead of 'Austria'. These inaccuracies do not heavily impede communication, but they restrict the lexical score to the competent band.

Grammatical Range and Accuracy: Band 6.0

The writer demonstrates a mix of simple and complex sentence forms, such as 'Overall, the percentage of exports to India increased in the later year whereas in China's case...'. There are some errors in grammar and punctuation, including missing articles ('Uk had the highest', 'at third place', 'other nations rising the exports'), incorrect prepositions ('rising the exports'), and minor capitalization errors. Fortunately, these errors are relatively infrequent and rarely impede communication, allowing the reader to follow the numerical data without difficulty. Greater control over complex sentence patterns and article usage is required to achieve a higher score.

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