Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-14

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 assigned pie chart depicts the information about the export from EU countries to India and China in the year 2000 and 2011

In India , not much difference was observed in export from Austria in the year 2000 and 2011 which was 1% and 2% and a similar trend was noticed in case of export which came from Netherland and France . The export from the countries namely Belgium and Germany was 25% and 15% in the year 2000 which became 20% and 25% in the year 2011. moving further, an export from Italy was 7% in the year 2000 which increased to 9% in the year 2011. Interestingly, the export rate from the countries such as Spain and Sweden was less than 5% in the both given years

In China,

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the chart’s subject and reports several accurate figures for India, including Austria, Belgium, Germany and Italy. However, it does not provide an overview of the main patterns, and the China section is left unfinished, so a major part of the task is not addressed. Some details are also too general: saying Spain and Sweden were “less than 5%” is accurate but does not show their exact changes, while the Netherlands and France are mentioned without figures. The response is 18 words below the required minimum, which contributes to its limited coverage. To improve, complete both destination sections, compare the dominant exporters and notable changes, and add a concise overview.

Coherence and Cohesion: Band 4.0

The response begins with an introduction and then groups information by destination, which gives it a basic organisational framework. Within the India paragraph, figures are generally presented in chronological order, and phrases such as “moving further” and “Interestingly” attempt to guide the reader. However, the China heading is followed by no information, leaving the progression abruptly incomplete. The paragraph also reads largely as a list of individual countries rather than a comparison organised around key patterns. Some linking phrases feel mechanical, and spacing and punctuation are inconsistent. Develop a complete paragraph for China and use clearer links to compare the largest shares and the main rises or falls.

Lexical Resource: Band 5.5

The response uses enough chart-related vocabulary to communicate basic information, including “export,” “increased,” “trend” and “observed.” It also attempts some variation through phrases such as “Interestingly” and “moving further.” However, several expressions are awkward or imprecise, including “the export from EU countries,” “export which came from Netherland,” and “export rate.” Repetition of “export” and “in the year” limits flexibility, while “assigned pie chart” is not a natural description of the visual. Use more precise terms such as “share of EU exports,” “accounted for,” and “rose/fell from … to …”; check country names and use natural collocations consistently.

Grammatical Range and Accuracy: Band 5.0

There are attempts to form longer sentences with relative clauses and comparisons, for example, “The export from the countries namely Belgium and Germany was 25% and 15% … which became 20% and 25%.” The main figures remain understandable, but the response relies heavily on similar sentence patterns and contains recurring grammatical problems. The opening lacks a full stop, “In India ,” has incorrect spacing, and “in the both given years” has an inaccurate article construction. The sentence beginning “The export from the countries namely…” also has an unclear structure, and “moving further” begins with a lowercase letter after a full stop. Practise concise comparison structures and check articles, punctuation and sentence boundaries.

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