Band 5.0 IELTS Writing Task 1 Model Answer

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

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 chart below illustrates exports from different EU countries to India and China in the year 2000 and 2011.

Overall,The United Kingdom exported the most amount to india in the year 2000, whereas, Germany took the case for the highest export to china in the same year . Similarly, Germany exported the most to both, India and china among all the other countries in the year 2011.

At the start of the century, The United Kingdom exported the most to india with 29 percent,where as austria sent the least with 1 percent .On the other side germany exported the most to china with 38%and austira with the least 2%. lokking at both the charts and other counties in the year 2000 exported similar n

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the main leaders correctly: the UK had the largest share of exports to India in 2000, while Germany led for China and then for both destinations in 2011. You also include some accurate figures, such as 29% for the UK’s share to India and 38% for Germany’s share to China in 2000. However, the response is incomplete: it stops mid-sentence (“similar n”) and gives almost no account of the 2011 figures or how shares changed. The overview is therefore only partly supported, and the comparison of other countries is not developed. The response is also 25 words below the required minimum. To improve, complete the report and select several key changes, such as Germany’s rise in China’s share and the UK’s decline in India’s.

Coherence and Cohesion: Band 5.0

There is a basic attempt to organise the response with an introduction, an overview and a paragraph about 2000. Phrases such as “Overall” and “At the start of the century” help signal the stages of the report. However, progression is limited because the discussion does not reach the 2011 data and ends abruptly with “similar n,” leaving the final idea unfinished. Some linking is awkward or repetitive, including “On the other side” and “Similarly,” and the overview sentence combines several comparisons without clear separation. Use distinct paragraphs for the overview and the detailed comparisons, then group the figures by destination or year. Complete each point and use linking expressions only where they clarify the relationship between data.

Lexical Resource: Band 5.0

The response uses some relevant chart vocabulary, including “exports,” “highest export,” “least,” and “percent,” so the topic is generally understandable. However, the range is limited and several expressions are imprecise or unnatural, such as “exported the most amount,” “Germany took the case,” and “sent the least.” Repetition of “exported the most” also restricts variety. There are noticeable spelling and capitalisation errors, including “austira,” “lokking,” and lower-case country names, which reduce accuracy and polish. Aim for precise reporting language such as “accounted for the largest share,” “recorded the smallest proportion,” and “rose/fell from … to …”. Check spelling and use consistent forms for percentages and country names.

Grammatical Range and Accuracy: Band 5.0

You attempt some complex sentence forms, particularly in the overview with “whereas” and “Similarly,” and the main meaning is usually recoverable. However, the range is limited, and errors occur frequently enough to make parts difficult to follow. For example, “Overall,The United Kingdom…” has faulty spacing and punctuation, while “whereas, Germany took the case…” uses punctuation that disrupts the clause. The sentence beginning “At the start of the century” also runs several comparisons together without clear sentence boundaries, and the final fragment is incomplete. There are inconsistent articles and capitalisation in constructions such as “to india” and “to china.” Practise writing shorter, complete comparison sentences, then combine them with accurate contrast clauses and consistent punctuation.

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