Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-11

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 illustrate the imformation in terms of percentage about oversease from multiple Eu nations to indian and china in year 2000 and 2011

on analaysing the pie chart it can be cleary seen that exports from austria in initial year in india was 1% which was mayor difference of 1% exports done by austria in final year secondly exports accounted by sweaden and spain is 2% which was similar to each other in initial year additionally in final year germany was the highest supplier around 25% whereas it was 15% in initial year on the other hand belgium in initial year was four time more value than iterlands in final year moreover united kingdom was double value of Uk in latter year around 29%

moving further it became lucid that eu exports of goods in china was 8% by sweaden which was similar to italy and other nations in final year while exports from netherland was 4% which was iclined 1% in final year along with this value of exports in france was 13% which declined to 3% in latter year exports from germany was highest value around 48% in final year and 38% in initial year

to conclude it became evident that exports from germany was supplied every year more than other countries with highest value and least exports was supplied by austria to both nations

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the two destinations and years, and your overview correctly notes Germany’s leading share of exports to China, including its rise from 38% to 48%. You also report several accurate figures, such as Austria’s 1% and 2% shares of exports to India and Germany’s 15% and 25% shares there. However, the response only partially covers the chart: many comparisons are unclear or inaccurate. For example, France’s share of exports to China fell from 13% to 10%, not 3%, and the UK’s share of exports to India fell from 29% to 13%; the sentence about the UK is difficult to interpret. The claim that Austria had the least exports to both destinations is also not consistently supported. Select the main changes and compare them accurately and explicitly.

Coherence and Cohesion: Band 5.5

The response has a basic overall structure: an introduction, a paragraph about India, a paragraph about China, and a concluding statement. This gives the reader some sense of how the information is grouped. However, progression within the paragraphs is often difficult to follow because several comparisons are joined into long, loosely connected sentences. Linking expressions such as “secondly,” “additionally,” “moreover,” and “on the other hand” are used, but they do not always show the relationship between the figures clearly. For instance, the comparison involving Belgium, the Netherlands and the UK is hard to track. Use shorter sentences, group figures by destination and year, and make each comparison explicit; this would create clearer progression and reduce the mechanical effect of the connectors.

Lexical Resource: Band 5.0

You attempt a range of task-related vocabulary, including “exports,” “percentage,” “supplier,” “declined,” and “highest value.” This shows an effort to describe data rather than simply list figures. However, vocabulary is often inaccurate, repetitive, or difficult to understand, which limits precision. “Oversease” does not convey the intended meaning, while “exports from Germany was supplied” is an awkward way to describe Germany’s share. There are also frequent spelling errors, including “imformation,” “analaysing,” “sweaden,” and “iterlands.” Use standard chart language consistently, such as “accounted for,” “share,” “rose,” and “fell,” and check spelling carefully. More accurate collocations would make the comparisons easier to understand.

Grammatical Range and Accuracy: Band 5.0

You attempt to combine ideas using subordinate clauses and contrast markers, but sentence structures are often faulty, and errors can make the data relationships difficult to interpret. For example, “exports from Austria in initial year in India was 1%” has problems with articles, word order and subject–verb agreement. In “exports from Germany was highest value,” the plural subject does not agree with “was,” and the sentence lacks a clear grammatical structure. Tense and comparison patterns are also inconsistent, as in “which was iclined 1% in final year.” Most sentences run together without reliable punctuation, making it harder to separate claims. Practise accurate simple comparison patterns first, then combine them with clauses while checking articles, agreement, verb forms and sentence boundaries.

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