Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · 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 5.5)
The pie charts compare the overall percentage of imports of india and china from different European countries in year 2000 and 2011.
Overall Belgium remained the country with highest export percentage to India in year 2000 and 2001. While Austria had the lowest export percentage to india in both the years. However in case of china Germany had the largest share of exports among all the other countries and Austria had the lowest share here also.
United kingdom had the highest percentage of exports to india in year 2000 which is 29% and it dramatically fell to 13% in year 2011. While Germany significantly growed its exports to India from 15% in year 2000 to 25% 2011. However exports of Belgium decreased slightly from 25% in year 2000 to 20% in 2011.
For china Germany had the largest share of exports and continuesly increased from 38% to 48% among the years of 2000 and 2011. While exports of Italy and France
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.0 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response: Band 5.0
The response addresses the task only partially, presenting some key features while misinterpreting the direction of the data in the opening sentence by referring to 'imports' rather than 'exports'. The overview is limited and contains factual inaccuracies, such as identifying Belgium as the country with the highest export percentage to India in 2001 when the data shows the UK and Germany leading at different points. Furthermore, the response is incomplete, trailing off mid-sentence at the end of the text. To reach a higher level, the writer needs to ensure accurate reporting of the visual data, avoid confusing imports with exports, select all key comparisons appropriately, and complete the response rather than stopping abruptly.
Coherence and Cohesion: Band 5.0
There is some basic organisation in the text, but it lacks a clear overall progression. The essay begins with an introduction, followed by body paragraphs attempting to compare the countries, but the structure breaks down as the text terminates prematurely. Paragraphing is rudimentary, and cohesive devices are repetitive or inadequately used (e.g., the repetitive use of 'While' and 'However'). Referencing is occasionally unclear, and logical links between sentences are weak. To improve cohesion and coherence, the writer should ensure each body paragraph has a clear thematic focus, use a wider variety of transitional phrases naturally, and maintain a logical flow from introduction to a fully realised conclusion.
Lexical Resource: Band 5.5
The vocabulary used is limited but minimally adequate to convey basic information. The writer attempts some less common vocabulary, such as 'dramatically' and 'significantly', but these are offset by noticeable errors in word choice, such as referring to 'imports' instead of 'exports' in the opening sentence, and incorrect word forms like 'growed' instead of 'grew'. Spelling and word choice issues are apparent throughout the response. To achieve a higher band, the writer must expand their lexical range with more precise vocabulary related to data trends and ensure correct word forms and collocations are used consistently.
Grammatical Range and Accuracy: Band 5.5
The response displays a limited range of sentence structures, with frequent errors that can cause some difficulty for the reader. There are issues with verb tense consistency, incorrect past forms (e.g., 'growed'), missing articles, and awkward punctuation, such as missing commas in date references. Attempts at complex sentences often result in faulty grammar, and the incomplete final sentence further highlights control issues. To improve in this area, the writer needs to practice forming accurate past tense verbs for data descriptions, work on subject-verb agreement, and incorporate a wider mix of error-free complex sentence structures.
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