Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-07

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 illustrations represnets the export of large amount of goods from European countries to India and China from 2000 to 2011

Overall the Germany and belgium exported various amount of goods to india. however uk was also the large exporter of materials to india but somehow decresed his production in 2011. Furthermore Germany was more likely a huge supplier of goods to china.

In 2000 Belgium supplied 25% of goods to india in addition it decreased to 20% in 2011.But as we take a look on germnay they exported 15% of their manufactured products to india in 2011 it was increased up to 25% other European countires also exorted their goods to india butnot in a large quantity. moreover UK was supllying 29% of their items in 2000 after some period of the like in 2011 it was desecned to 13%

In china the large exporter was germany from 2000 till 2011. France was quite a expoter of india

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two destinations and note several important patterns, including Belgium’s decline in India (25% to 20%), the UK’s fall (29% to 13%), and Germany’s rise in India (15% to 25%). You also correctly recognise Germany as China’s leading exporter. However, the overview is unclear and does not consistently compare the main features across both years and destinations. The China section gives no figures and ends with the inaccurate, confusing statement that “France was quite a expoter of india”; France’s share to China actually fell from 13% to 10%. Develop the overview around the contrast between the UK and Belgium’s prominence in India in 2000 and Germany’s dominance in China, then support it with accurate comparisons for both years.

Coherence and Cohesion: Band 5.0

There is some organisation: the response begins with an introduction and overview, then discusses India before turning to China. This gives the reader a basic framework. However, progression within paragraphs is uneven, and the final China discussion is too brief to complete the comparison. Linking expressions such as “however,” “Furthermore,” and “moreover” are used, but some connections are unclear or mechanical; for example, “after some period of the like in 2011” does not clearly connect the two time points. The overview also combines several points without a clear hierarchy. Use one paragraph for a concise overview and separate, logically ordered paragraphs for India and China, grouping changes by the most significant shares.

Lexical Resource: Band 5.0

You attempt task-relevant vocabulary, including “exporter,” “supplier,” “manufactured products,” and “decreased,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning difficult to follow. Phrases such as “large amount of goods,” “decreased his production,” and “quite a expoter” are imprecise or unnatural for describing percentages of exports. Spelling errors, including “represnets,” “germnay,” “countires,” and “desecned,” are also noticeable and sometimes slow the reader. Prefer precise chart language such as “accounted for,” “share,” and “rose/fell from … to …,” and check spelling carefully.

Grammatical Range and Accuracy: Band 5.0

You make some attempts to combine ideas, for example with “however” and “in addition,” but sentence structures are limited and complex attempts are often faulty. Errors in tense and sentence construction appear in “they exported 15% … in 2011 it was increased up to 25%,” where the time reference and passive form are not controlled. Agreement and article use are also problematic in “the Germany” and “a expoter,” while punctuation is inconsistent, especially where sentences run together after “2011.” These errors can make relationships between figures difficult to understand. Practise accurate comparative patterns such as “Germany’s share rose from 15% in 2000 to 25% in 2011,” and use full stops to separate complete ideas.

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