Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · 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 4.0)
The pie chart depicts the information about the exports to India and China in 2000 and 2011 from the EU countries such as Austria, Belgium, Finland, France, Germany, Italy, Netherlands, Spain, Sweden and United Kingdom.
At first glance,In 2000, India witnessed substantial growth in imports from United kingdom compared with china, reached at 29%. Whereas china accounted for a higher proportion of imports from Germany than india, climbed at 38%.India imported as same as china from Netherlands and Spain.India and China almost equally imported the products ina proportions from italy and France.
At first glance,In 2011, India witnessed substantial growth in imports from United kingdom compared with china, reached at 29%. Whereas china accounted for a higher proportion of imports from Germany than india, climbed at 38%.India imported as same as china from Netherlands.
All in above
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 3.0 |
| Coherence and Cohesion | 3.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 4.5 |
| Overall | 4.0 |
Task Achievement / Task Response: Band 3.0
The response only partially addresses the task requirements. First, it fails to meet the minimum length requirement, falling significantly short of the 150-word threshold. Furthermore, the report contains severe structural anomalies and redundant repetition: the student essentially duplicates the entire text for 2011, copying the same incorrect statistics from the 2000 section (such as stating 'In 2011, India witnessed substantial growth in imports from United kingdom compared with china, reached at 29%', which merely copies the 2000 data). The overview is completely absent, and key trends are misreported or omitted. The information is inadequately selected, presenting fragmented, repetitive details rather than a coherent summary of the main features.
Coherence and Cohesion: Band 3.5
The organisation of the text is heavily impaired by mechanical repetition and a lack of proper paragraph structure. The response opens with awkward transitions like 'At first glance,In 2000' and 'At first glance,In 2011', which create confusion rather than guiding the reader logically. There is no clear overall progression; instead, the second paragraph is simply an incomplete duplication of the first. Cohesive devices are either missing or misused, and referencing between countries and years is entirely faulty. The text breaks down mid-sentence at the end ('All in above'), demonstrating a complete lack of paragraph control.
Lexical Resource: Band 5.0
The lexical range is limited and repetitive, though it is sufficient to convey basic topics such as 'exports', 'imports', 'proportion', and 'growth'. However, there are noticeable word choice and collocation errors, such as 'reached at 29%', 'climbed at 38%', and 'imported as same as china'. The student struggles with prepositions tied to statistical verbs and comparative structures. While individual words are mostly recognisable, the repeated misuse of terms and the verbatim copying of entire sentences restrict the lexical score, as the vocabulary is not deployed with precision or flexibility.
Grammatical Range and Accuracy: Band 4.5
The grammatical range is extremely limited, relying heavily on basic sentence patterns that are frequently faulty. There are frequent errors in verb forms, tense usage, and prepositions within grammatical structures, such as 'India imported as same as china' and 'imported the products ina proportions'. Punctuation is also poorly handled, with missing spaces after commas (e.g., 'At first glance,In 2000'). Complex sentence structures are attempted clumsily, and the frequency of errors causes strain and confusion for the reader, preventing any sustained stretch of error-free writing.
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