Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · 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 5.0)
The given pie charts show exports from various EU countries export to India and China in 2000 and 2011.
A biggest exporter to India is United Kingdom in 2000 however in 2011 is Germany, there are many other countries which do export to India such as Belgium, Sweden, Spain, Netherlands, Italy, France, Finland, Austria and Others. Those goods help India to run their economy smooth and this is the reason India have good relationship with these countries.
At the other side China also importing Goods from other countries, where Germany have the large number around 38% in 2000's and 48% in 2011 which is almost 50% from Germany.
China also imports from other EU countries such as United Kingdom, Sweden, Spain, Netherlands, Italy, France, Finland and Austria, but Italy and France are second biggest exporter to China.
United Kingdom has reduce their exports to India from 2000 to 2011 but at otherside China maintain their relationship Germany and make them their biggest importer.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.5 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response: Band 4.5
The response attempts to address the prompt by reporting information from the pie charts regarding EU exports to India and China in 2000 and 2011. However, the coverage is only partial. While some key features are noted, such as the UK and Germany being the top exporters, much of the data is presented vaguely or incorrectly (for instance, claiming Italy and France are the second biggest exporters to China, which is not supported by the charts). Furthermore, the response includes irrelevant personal or analytical commentary about international relationships ("this is the reason India have good relationship with these countries") rather than purely summarising the visual data. The overview is weak and lacks a clear, cohesive summary of the overall trends.
Coherence and Cohesion: Band 5.0
The response is organised into paragraphs, which helps give it a basic structure, but there is no clear overall progression of ideas. Paragraphing is somewhat haphazard, separating related points about China across different sections. Cohesive devices are used in a basic or mechanical way (such as "At the other side"), and referencing is sometimes unclear, making it difficult to follow the logical relationship between sentences. The flow is disrupted by abrupt shifts in topic and repetitive sentence patterns, which prevents a smooth transition of ideas throughout the text.
Lexical Resource: Band 5.0
The lexical resource is limited and adequate only for basic communication. The vocabulary used is simple and repetitive, with frequent awkward word choices and unnatural collocations, such as "A biggest exporter" instead of "The largest exporter", and "importing Goods from other countries" rather than receiving imports. There are also noticeable issues with word forms, such as using the verb "export" where a noun is required ("various EU countries export to India"). Spelling is generally acceptable, but the overall range is insufficient to demonstrate precision or flexibility.
Grammatical Range and Accuracy: Band 5.0
The writing demonstrates a very limited range of grammatical structures, relying mostly on simple sentences with frequent errors when attempting more complex forms. There are frequent mistakes in subject-verb agreement (e.g., "India have good relationship", "Germany have the large number"), incorrect verb tenses, and missing or misuse of articles. Punctuation is also weak, with run-on sentences and comma splices (such as separating clauses without proper conjunctions or punctuation). These frequent grammatical errors cause some difficulty for the reader and impede the clarity of the message.
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