Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie charts are showing the purchase of goods from different EU countries for India and China for the time period from 2000 to 2011.

There are noticeable difference in purchase from different countries for India.UK is major provider of goods to India for the year 2000 while in 2011 Germany became the major provider of goods to India. Sweedon, Spain, Finland and France are providing goods with little variable percentages.

On the other side the pie charts for China are revealing the truth that Germany sustained its place of major provider of goods for both years showing noticeable change in percentage as 38 percent export for year 2000 and 48 percent export for year 2011.

Although the Spain, Netherland, Italy, Swedon, Belgium remained the provider of goods on small scale.

As data is showing comparitively larger export of goods of India is from UK and Grmany while China major export country is from .Germany in both years.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response presents an overview of the main features in the charts, such as the prominent roles of the UK and Germany for India, and Germany's dominance regarding China. However, some parts of the task are only partially addressed, and certain ideas remain under-developed or imprecise. For instance, the reference to 'purchase of goods' misinterprets the charts, which depict exports rather than imports, and some minor countries are listed without sufficient comparative context. To reach a higher level, the response needs to extend and support the key trends more thoroughly, providing a clearer and more accurate overview of the proportions across both years without focusing excessively on minor details.

Coherence and Cohesion: Band 5.5

There is a basic logical organisation to the response, with an introduction followed by paragraphs discussing India and China respectively. However, the overall progression lacks clarity due to choppy sentence structures and basic transitions like 'On the other side'. Paragraphing is attempted, but individual paragraphs are disjointed and lack clear thematic development. Cohesive devices are sometimes inaccurate or repetitive, and referencing is not always clear, as seen in vague transitions between countries. To achieve a higher standard, the response would benefit from more sophisticated logical sequencing, improved paragraph structuring, and a wider, more accurate range of cohesive devices to guide the reader smoothly through the comparisons.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task. The writer attempts some less common vocabulary such as 'noticeable difference' and 'sustained its place', but there are noticeable errors in word choice, such as using 'purchase' instead of 'exports', and several spelling mistakes like 'Sweedon' for Sweden and 'comparitively'. These lexical inaccuracies and misspellings occasionally cause some difficulty for the reader. To improve, the writer should expand their lexical range with more precise economic and descriptive vocabulary, ensure correct word forms, and pay closer attention to spelling to communicate ideas more effectively and naturally.

Grammatical Range and Accuracy: Band 5.0

The response employs a limited range of sentence structures, relying primarily on simple sentences and attempts at complex structures that are often faulty. There are frequent grammatical errors throughout the text, including missing articles ('major provider', 'China major export country'), incorrect prepositional usage, and awkward phrasing such as 'The pie charts are showing'. These errors can cause some difficulty for the reader, though the overall meaning remains mostly decipherable. To reach the next level, the writer needs to demonstrate a greater variety of complex structures with improved accuracy, paying closer attention to subject-verb agreement, article usage, and prepositions within grammatical patterns.

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