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 provided chart depict the information regarding the exports trades from European countries to India and China in the year 2000 and 2011.

Looking from a overview it is quite evident that in starting year United Kingdom was leading country in exports to India and Germany exports highest to China. While, in ending year Germany also beacme the majorty exporter to India and China.

In terms of exports to India, the United Kingdom initially held the largest share at 29%, btu this figure plummeted to 13% in second period. Similarly, Belgium's contribution dipped to 25% to 20%. In contrast, Germany witnessed a notable growth, with its share rising from 15% to 25% making it the leading European Union exporter to India.

Regarding exports to China, Germany consistently maintained the largest share, which climbed dramatically from 38% to 48%. On the other hand, almost every country saw their share shrink or stagnated. specifically, France's share fell from 13% to 10%, while the United kingdom and Sweden both experienced drops to 7% and 3% respectively.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by presenting an overview and reporting the main features and comparisons from the charts. The selection of data is generally appropriate, capturing key shifts such as the change in India's leading exporter from the UK to Germany, and Germany's dominance in China. However, some ideas are slightly under-developed or contain minor inaccuracies in the interpretation of the data, such as the statement regarding Belgium's contribution dipping from 25% to 20%, which is correctly noted, but other details could be extended further. The response satisfies the core requirements of Task Achievement and shows some characteristics of a higher band through its clear identification of overarching trends in the introduction and overview paragraphs.

Coherence and Cohesion: Band 6.5

The text presents a coherent overall arrangement with a clear logical progression from the introduction and overview to the detailed body paragraphs. Paragraphing is used appropriately to separate the data concerning India from the data concerning China. Cohesive devices such as 'Looking from a overview', 'While', 'In terms of', and 'In contrast' are employed to guide the reader through the comparisons, though some referencing and linking devices feel slightly mechanical or are flawed by minor mechanical issues (such as 'in second period' lacking an article). The organisation is clear enough to ensure the response flows smoothly, meeting the requirements for this band while laying the groundwork for a more flexible use of cohesion.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully attempting less common items and descriptive verbs such as 'plummeted', 'dipped', 'witnessed', and 'climbed'. However, there are noticeable lexical inaccuracies and word choice errors, such as 'exports trades' instead of 'export trade', 'starting year' instead of 'initial year' or 'beginning of the period', and 'majorty exporter' containing a spelling error. Furthermore, phrases like 'shrink or stagnated' exhibit awkward word formation and lack of parallel form. These errors do not impede communication, but they prevent the response from achieving a higher score in this category.

Grammatical Range and Accuracy: Band 5.5

The writing displays a mix of simple and complex sentence forms, with attempts at subordinate clauses and comparative structures. There are, however, some recurring errors in grammar and punctuation. Examples include agreement and article issues such as 'The provided chart depict' (should be 'charts depict'), 'from a overview' (should be 'an overview'), and 'in second period' (should be 'in the second period'). Additionally, minor typos like 'beacme' and missing punctuation marks occur. Despite these errors, the grammatical structures used do not impede communication, and the presence of error-free complex sentences supports the awarded band.

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