Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · 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 6.0)

The pie charts illustrate the information of exports from India and China to the countries of the Europian Union of 2000 and 2011.

Overall, Germany is the largest buyer of Chinese goods in both the years whereas Austria is the least dependent on goods from both India and China among other countries. Purchases made by other countries rose by 4% for both countries in both the years.

In 2000 United Kingdom and Belgium are the dominant buyer with 29% and 25% respectively. However, in 2011 UK reduced it dependancy on India and limited its purchase of its goods with 13% whereas there was a slight decline in Belgium's purchase holding the share of 20%. Moreover, Sweden, Spain, Netherlands, Italy, France and Finland contributed the total share of 25% combined in 2000 whereas it steadily increased to 31% in 2011.

In both the years of the time frame Germany is the dominant buyer of goods from China with 38% in 2000 and 48% in 2011 whereas Austria has consistantly remained the smallest buyer with 2% each. In addition, UK, Sweden, Spain, Netherlands, Italy, France, Finland and Belgium contributed 56% combined in 2000 whereas it slightly declined to 43% in 2011.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses all parts of the prompt by summarizing the main features and making comparisons between the data for India and China in 2000 and 2011. However, the interpretation of the data contains factual errors regarding the direction of trade. For instance, the introduction states that exports went from India and China to the EU, and the second paragraph incorrectly refers to Germany as a 'buyer of Chinese goods' and discusses 'purchases made by other countries rose by 4% for both countries' in a confused manner. While key features such as Germany being the largest exporter and the UK's decline are highlighted, some ideas are under-developed or inaccurately described due to misinterpretation of the source material.

Coherence and Cohesion: Band 6.5

The response demonstrates a coherent overall arrangement with a logical division into paragraphs, including an introduction, an overview, and separate body paragraphs for India and China. Cohesive devices are used to guide the reader through the data, such as 'Overall', 'However', and 'In addition'. However, referencing and cohesion are sometimes faulty or mechanical, as seen in minor awkward transitions and repetitive sentence openings. Paragraphing is used sufficiently to structure the comparison, meeting the expectations for this band level while showing the foundation required to progress further through better signposting.

Lexical Resource: Band 6.0

The vocabulary used is adequate for the task, attempting some less common items such as 'dominant buyer', 'consistantly', and 'dependancy' (though the latter two contain spelling errors). Word choice is occasionally imprecise, such as confusing trade direction ('buyer' instead of 'exporter') and awkward phrasing like 'limited its purchase of its goods with 13%'. While there are some spelling and word-choice errors, they generally do not impede communication. To reach a higher band, the student needs to use precise vocabulary related to trade data and eliminate spelling mistakes.

Grammatical Range and Accuracy: Band 6.0

The writer uses a mix of simple and complex sentence forms, incorporating structures with prepositional phrases and relative clauses. There are several grammatical errors, such as subject-verb agreement issues ('United Kingdom and Belgium are', 'Austria has consistantly remained'), incorrect prepositions ('in both the years of the time frame'), and missing articles ('Europian Union'). Despite these errors in grammar and punctuation, they rarely impede communication, and the sentence structures remain comprehensible, placing the response squarely at this level.

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