Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-10-23

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 4.0)

illuThe fourto the pie charts comperes illustrate proportion of good exported from EU countries the india and China in 2000 and 2011.

Overall, Germany increased its share of exports to both India and china Significantly, while Belgium and the United Kindom saw a decline. and the all employ with Austria are growth

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the broad topic and offers a relevant overview: it notes that Germany’s share rose for both destinations and that Belgium and the United Kingdom declined. However, it reports almost none of the chart’s key comparisons or figures, so the main features are not adequately summarised. The claim that “all employ with Austria are growth” is unclear and does not accurately describe the data: several countries’ shares fell, and Austria’s share to China stayed at 2%. The response also falls substantially short of the required 150 words, leaving the task only minimally addressed. To improve, give a clear overview and support it with selected accurate figures, such as Germany’s rise to 48% for China and the UK’s fall to 13% for India.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response into an opening statement and an overview, with “Overall” signalling the second paragraph’s purpose. This gives the reader a simple starting structure. However, the response ends before developing the information into a logical account of the four charts, and the final clause, “and the all employ with Austria are growth,” is difficult to connect to the preceding point. The opening sentence is also disrupted by misplaced words, which obscures the intended introduction. Build a clear sequence: introduce the charts, summarise the main contrasts, then group supporting details by destination or year. Use linking words only where they clarify the relationship between ideas.

Lexical Resource: Band 4.5

The response uses a few relevant terms, including “proportion,” “exports,” “share,” and “decline,” showing some awareness of the vocabulary needed for describing charts. However, inaccurate spelling and word choice repeatedly make the message difficult to understand: “comperes” appears to mean “compares,” “good” should be “goods,” and “employ” does not fit the intended meaning. “The all employ with Austria are growth” is not an intelligible description of the data. Use standard chart language consistently, such as “the proportion of EU goods exported,” “accounted for,” and “increased/decreased.” Check spelling and collocations carefully, and choose precise terms rather than attempting unclear phrases.

Grammatical Range and Accuracy: Band 4.5

The response attempts a simple introductory sentence and a longer overview sentence, and the use of “while” shows an effort to connect contrasting trends. However, grammatical control is uneven. The opening lacks a clear sentence structure, while “Germany increased its share of exports to both India and china Significantly” has inconsistent capitalisation and an awkward construction. The final clause, “and the all employ with Austria are growth,” contains errors in article use, agreement, and sentence structure that prevent the meaning from being understood. Practise accurate basic patterns first, for example, “Germany’s share of exports to India and China increased,” followed by a separate sentence describing declines. Use full stops to separate complete ideas.

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