Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · IELTS Momentum Workout · 2026-10-04

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 illustrates the proportion of goods of each EU country that, they've sold to China and India between 2000 and 2011. The share of each country is measured in percentage.

Overall, the percentage of exports of some countries steadily grew while at the same time some countries exports shranked both to India and China. Germany dominated the exports voulme to both China and India.

Germany became top supplier of India from just 15% in 2000 to 25% in 2011 in contrast the UK fell to 3rd place with 13% in 2011 from its all time high of 29% in 2000. Belgium contribution all shrunk from 25% to 20%. While the other small countries made steady progress.

Germany again topped the list of exports to China, it's share surged from 38% in 2000 to 48% in 2011.

France retained the 2nd position but it lost 3% share falling to 10% from 13% in 2000. UK and Italy were also among the countries which lost their export volumes by small margins from 2000 to 2011.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully covers all parts of the task by reporting the main features and making relevant comparisons between the EU exports to India and China in 2000 and 2011. An overview is present, outlining the general trends such as Germany's dominance and fluctuations in other countries' export shares. However, some ideas are under-developed or lack specific contextual detail. For instance, mentioning that 'the other small countries made steady progress' is too vague and lacks supporting figures. To reach a higher band, the response would need to integrate the data more consistently across all categories, ensuring every major trend highlighted in the overview is fully supported by precise data points.

Coherence and Cohesion: Band 6.5

The essay presents a coherent overall arrangement with a clear division into logical paragraphs, separating the introduction, overview, and body paragraphs dedicated to India and China. Information is generally sequenced logically, and the progression from 2000 to 2011 is understandable. However, cohesion is sometimes faulty or mechanical. For instance, the transition 'in contrast the UK fell' lacks necessary punctuation or a clear conjunctive link, and referencing is occasionally clunky, as seen in 'it's share'. To improve, the writer should employ a wider and more flexible range of cohesive devices and ensure smoother transitions between sentences and paragraphs to eliminate mechanical phrasing.

Lexical Resource: Band 6.0

The student uses an adequate range of vocabulary for the task, successfully attempting less common terms such as 'dominated', 'surged', and 'retained'. However, there are noticeable lexical inaccuracies and spelling errors that prevent the response from achieving a higher band. For example, the verb 'shranked' is incorrect (the past tense of shrink is 'shrunk' or 'shrank'), 'voulme' is misspelled, and the phrase 'Belgium contribution all shrunk' contains a word-form error. While these minor slips do not impede overall communication, resolving them and utilizing more precise collocations would elevate the lexical score.

Grammatical Range and Accuracy: Band 5.5

The writing demonstrates a mix of simple and complex sentence forms, attempting comparative structures and subordinate clauses. However, control over grammar and punctuation is inconsistent, with frequent minor errors. There are issues with article usage and comma splices, such as in the opening sentence ('The pie charts illustrates... that, they've sold...'), where subject-verb agreement fails and unnecessary punctuation disrupts the clause. Other errors include missing commas in compound structures and run-on tendencies. To progress, the student needs to produce a higher proportion of error-free complex sentences and exercise greater care with punctuation and basic agreements.

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