Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-05

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 pie charts illustrarte the exports from numerous European countries to India and China between 2000 and 2011.

Overall, there are four pie charts, two gives information of the exports in 2000 and the other two shows the exports in 2011. It shows the proportion of exports done by the countries of Europe to India and China.

Initially, this chart tells exports of goods to India. Let's begin with United Kingdom, it had done 29% exports of goods with India. Austria had done the least, only 1% of shipment. Belgium had done commodity of 25% with India. Finland 2%, France 8%, Germany 15%, Italy, 7%, Netherlands 4%, Spain 2%, Sweden 2%, and others 5% of foriegn sales in 2000.

Subsequently, the same countries had done shipment with China. Germany had the highest proportion of 38% to China. Afterwards, United Kingdom's foriegn sales to China was 9% in 2000. Moreover, Sweden had done 8%, Spain 2% and Netherlands 4% likewise India, Italy 9%, Finlands 6%, France 13%, Belgium 5% and others 4% less as compared to export to India.

With the passage ot time, the foriegn sales towards both countries had increased or decreased. United Kingdom's exprts decreased with India to 13%. Likewise 2000, Finland had 2% of shipment with India. On the other hand, Austria's exports of goods increased to 2%, Belgium to 20%, France to 9% and Germany had grew to 25%. Whereas, Italy grew to 9%, Netherlands to 5%, Spain and Sweden had 3% and others 9% shipment towards India in 2011.

On the other side, Germany's exports had grown to 48%. Italy had 8%, Netherlands 5%, Spain and Sweden had 3%, United Kingdom 7%, Belgium remains same to 5%, Finland decreased to 2%, France 10% and others 8% in 2011 to China.

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

The response addresses the task only partially. While the student attempts to summarise the data from the pie charts, the information is presented in a mechanical, list-like fashion rather than providing a cohesive overview of the main trends. The student lists almost every single percentage for every country in 2000 and 2011, which leads to a lack of proper selection and reporting of main features. Furthermore, comparisons between India and China and across the years are underdeveloped and confusingly structured, such as stating that Sweden, Spain, and Netherlands had percentages 'likewise India' without clear contextual comparison. There is no clear overview provided of the overall trends, keeping the performance at a limited level of task fulfillment.

Coherence and Cohesion: Band 6.0

The writing demonstrates some organisation with basic paragraphing and transitions like 'Initially,' 'Subsequently,' and 'With the passage ot time,' but there is no clear overall progression or logical structure guiding the reader through the data. The essay relies heavily on mechanical listing of figures rather than grouping data meaningfully by country or trend. Cohesive devices are sometimes inaccurate or awkward, such as 'On the other side' and 'On the other hand,' which do not effectively manage the contrast between the two destination countries or the two years. Referencing can also be unclear, making it difficult to follow which data points are being compared.

Lexical Resource: Band 5.0

The vocabulary used is limited and repetitive, with frequent reliance on basic phrasing like 'had done,' 'exports of goods,' and 'foreign sales.' There are noticeable spelling and word choice errors throughout the text, such as 'illustrarte,' 'foriegn,' 'exprts,' and 'ot' instead of 'of'. The student attempts some less common vocabulary items like 'proportion' and 'shipment,' but these are occasionally used with awkward collocation or inaccuracy, such as 'had done commodity of 25%.' These lexical errors and the restricted range constrain the clarity of the report, resulting in a minimally adequate vocabulary score.

Grammatical Range and Accuracy: Band 5.0

The student uses a limited range of grammatical structures, relying mostly on simple sentences and repetitive subject-verb-object patterns to list figures. Attempts at complex sentences are frequently faulty or awkward, hampered by issues with verb forms, tenses, and prepositions inside grammatical patterns, such as 'Germany had grew to 25%' and 'remains same to 5%.' There are frequent errors in agreement and article usage, which cause some difficulty for the reader and prevent the sentences from achieving a higher level of accuracy.

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