Band 6.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.5 · 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 6.5)

The provided four pie charts illustrate information about European exports of goods to India and China in 2000 and 2011.

Overall, the distribution remained broadly similar over the period, with only minor changes in most categories. Germany accounted for in largest share in China in both years, Whereas In India, the two years showed markedly different patterns, with UK dominating in one and Germany in the other.

Turning first of the India in 2000, saveral clear patterns can be observed. UK was by far the dominant category taking 29% of the total. Belgium allowed the second place with 25%, meaning that these two country alone trasported 54% of total exports in India. Remaining countries made up relatively smaller share. In 2011, Geramany took leading position with 25%, Belgium at second place with 20%, Uk constituted 13% share and remaining 8 countries together made up for 42% of total export.

As for China, a rather different pattern is evident. Germany Emerges as the leading category in both years. In 2000, together, Germany and Farnce together constituted for over half of the total. Meanwhile 9 other countries made up 49% of the total.In 2011, Germany represented 48% of total export in China, that alone displays amost half of the total share.

AI examiner evaluation

Task Achievement / Task Response: Band 7.0

The response successfully covers all parts of the prompt by presenting an overview and reporting the main features of the charts for both countries across the two years. Key data points are selected and compared, such as the prominent positions of the UK and Germany in India in 2000 and 2011 respectively, and Germany's dominance in China. The writing shows a clear sense of overall progression and highlights relevant comparisons. However, while the main trends are adequately identified, some of the data details lack complete development, and there is a minor tendency to over-generalise or slightly misrepresent specific figures, such as stating that Germany and France constituted over half of the total for China in 2000 when combined, which keeps the response at this solid level.

Coherence and Cohesion: Band 6.5

The essay presents a coherent overall arrangement with a clear logical organisation. The student uses paragraphing appropriately to separate the introduction, overview, and body paragraphs focusing on India and China. Cohesive devices are employed to guide the reader through the data, as seen with transition phrases like 'Turning first of the India' and 'As for China'. However, cohesion is occasionally mechanical or faulty, and referencing is not always completely clear. Furthermore, minor awkward transitions and phrasing issues prevent the response from achieving a higher level of cohesion.

Lexical Resource: Band 6.0

The vocabulary used is adequate to accomplish the task, providing a sufficient range to discuss percentages, distributions, and economic shares. The student makes clear attempts to use less common vocabulary, such as 'distribution', 'dominating', and 'constituted'. However, there are noticeable lexical and spelling inaccuracies that occur throughout the text, including word choice slips like 'allowed the second place' instead of 'secured', spelling errors such as 'saveral', 'Geramany', 'Farnce', and 'amost', and awkward collocations like 'leading category'. These errors do not impede communication but restrict the lexical score.

Grammatical Range and Accuracy: Band 5.5

The essay displays a mix of simple and complex sentence structures, including relative clauses and comparative constructions. However, grammatical accuracy is inconsistent. There are several noticeable errors in grammar, prepositions, articles, and punctuation, such as 'Germany accounted for in largest share', 'Turning first of the India', 'these two country', 'transported 54% of total exports in India', and 'constituted for over half'. Punctuation and spacing errors also appear, including double spaces and missing commas. These frequent errors in basic and complex structures indicate a struggle to maintain full control over grammar.

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