Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-20

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 charts illustrates exports from various europien union countries to india and china for the years 2000 and 2011

Overall, all the propotions showed a significant change and non of them remained the same during the years.

to begin with EU exports of goods to india and china in 2000 was distributed among a lot of countries, UK was at the top of the totale exports to india with nearly 30%, followed by begium with a quarter of the propotion, and germany in the third place with 15% the rest to the hundred is spreaded randomy among the mentioned countries, sweden spain finland 2%, and austria last ranking with 1%, moreover exports goods to china showed different propotions where germany and france were taking over with just over half of the total, and the rest is distributed through a lot of countires.

furthermore, in 2011 the propotions changed remarkabely to india , germany in the lead with25%, followed by belgium 20% and UK 13%,

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You identify the two destinations and years, and include some relevant figures, such as the UK’s 29% share of exports to India in 2000 and Germany’s 25% in 2011. However, the response addresses the charts only partially: it stops before describing China in 2011 and gives little detail about changes across the period. The overview claim that all proportions changed significantly is inaccurate, since some shares stayed the same, including Austria’s 2% for China and Belgium’s 5%. The statement that Germany and France together accounted for “just over half” of China’s exports in 2000 is also incorrect: their combined share was 51%, and Germany alone was the largest contributor. To improve, give a clear overview of the main contrasts and report the most important changes for both destinations.

Coherence and Cohesion: Band 5.0

The response has a basic structure, with an opening, an overview, and paragraphs beginning “to begin with” and “furthermore.” These markers help the reader recognise a sequence. However, the progression is incomplete: the final paragraph ends after the India figures for 2011, leaving the China data for that year unreported. Several ideas are crowded into long sentences, particularly the discussion of India in 2000, and the phrase “the rest to the hundred” does not clearly connect the listed countries to the chart. Organise the body into clearer comparisons—for example, one paragraph for India across both years and one for China—and use linking phrases to show increases, decreases, and unchanged shares.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “exports,” “proportion,” “followed by,” and “distributed,” and attempt to describe rankings and shares. However, the range is limited and several spelling and word-choice errors make parts less clear, such as “europien,” “propotions,” “totale,” and “randomy.” Some expressions are also unnatural or imprecise: “taking over” does not clearly describe the shares held by Germany and France, while “spreaded randomly” is not an appropriate way to report chart data. Aim for accurate terms such as “accounted for,” “share,” “rose,” and “fell,” and check spelling carefully. More precise vocabulary would help you compare the figures without relying on vague phrases such as “a lot of countries.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple statements and longer sentences, and the reader can generally understand the main points. However, errors occur frequently in sentence structure, agreement, articles, and punctuation. For example, “the pie charts illustrates” has a subject–verb agreement error, and “exports goods to china showed” is missing a grammatical link between “exports” and “goods.” The opening sentence also lacks a full stop, while the long sentence beginning “to begin with” joins several ideas without clear punctuation. There are some attempts to use clauses with “followed by” and “where,” but these are not consistently controlled. Practise writing shorter, complete sentences first, then combine related comparisons using accurate clauses and punctuation.

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