Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-12

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 4.5)

The export of goods from different EU countries to India and China followed by the report of 2000 and 2011.

According to the chart and given data we will able to know that between 2000 and 2011, countries from different regions of europe export how much ratio of goods to Inida and China.

In 2000, most of the export in indiacomes from countries like Belgium, Uk, Netherlands and Germany and the EU countries which have very less ratio was Austria, Finland, Sweden and Spain followed by the other states such as Italy, France etc which was little higher than the less ones. However the 2011 results was little surprising, the countries with most goods export to India was only Belgium,

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the topic and attempts to compare exports to India, but it does not adequately summarise the charts. It gives no account of China and stops before describing the 2011 figures, so the main patterns across both destinations and years are missing. Some details are also inaccurate: in 2000, the largest shares to India were the UK (29%) and Belgium (25%), not a group including the Netherlands; the Netherlands accounted for only 4%. The statement that only Belgium was a leading exporter to India in 2011 is incomplete, as Germany had the largest share at 25%, followed by Belgium at 20%. The response is also 30 words below the required minimum. To improve, provide a clear overview and select accurate comparisons for both countries and years.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response, beginning with an introduction and then moving to a description of 2000 and 2011. However, the progression is difficult to follow because the opening sentences repeat the task rather than establish a clear overview, and the discussion ends abruptly after “Belgium,”. The response also lacks paragraphing that separates the overview from detailed comparisons, and it does not connect information about India with any discussion of China. Linking words such as “However” and “followed by” are attempted, but the latter does not make the relationships between the country groups clear. Use a short overview followed by logically grouped comparisons, and ensure each paragraph develops a complete point.

Lexical Resource: Band 5.0

The response uses some relevant topic vocabulary, including “export,” “ratio,” “countries,” and “goods,” and the reader can generally identify the subject. However, the range is limited and several choices are imprecise or unnatural, such as “most of the export … comes from” and “very less ratio.” “Results” is also not an appropriate description of chart data, while “regions” does not accurately describe the EU countries being compared. Spelling and capitalisation errors, including “Inida,” “indiacomes,” and “europe,” further reduce clarity. Aim for precise chart language such as “share of exports,” “accounted for,” and “percentage,” and check spelling and country names carefully.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more extended sentence forms, including a sentence beginning “However,” and a clause introduced by “which.” However, control is inconsistent, and errors sometimes make the intended meaning difficult to follow. For example, “we will able to know” is missing the verb “be,” while “countries from different regions of europe export how much ratio” has an unclear question-like structure and incorrect tense for describing past data. In “the countries with most goods export to India was,” the plural subject does not agree with “was,” and the sentence remains unfinished. Practise accurate past-tense reporting and complete sentence structures, checking subject–verb agreement and articles before submitting.

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