Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · IELTS Momentum Workout · 2026-10-24

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 exports from various EU countries to India and China in 2000 gad a greater difference. the export rate to India from austria was 1% and to china was 2%. to india from beligium was 25% and to china was 5%.from Finland to India was 2% and to china was 8%. from France to India was 8% and to china was 13%. from Germany to India was 15% and to china was 38%. from italy to India was 7% and to china was 9%. the export rate from Netherland to India and China was same 4%. the export rate for both countries from Spain was same too 2%. from Sweden to India was 2% and to china was 8%. from UK to India was 29% and to china was 9% and from other countries was 5% to India and 4% to china.

İn 2011 the export rate to India and china has a smaller differences. from Australia both countries has sane rate 2%. from Belgium 20% and 5%. from Finland both countries has sane rate 2%. from France 9% ana 10%. from Germany to India 25% was and to chaina was 48%. from Italy 9% and 8%. from Netherlands gas sane rate 5%. from Spain for both countries has sane rate too 3%. from Sweden has same rate too 3%. from Uk to India was 13% and to chaina was 7% and from other countries to India was 9% and to chaina was 8%

AI examiner evaluation

Task Achievement / Task Response: Band 4.5

You report many figures for both years and both destinations, including the major shares for Belgium and the UK in India in 2000 and Germany in China. However, the response is mainly a country-by-country list and does not give a clear overview of the most important patterns or changes. Some figures are inaccurate: Finland’s share of exports to China was 6%, not 8%, in 2000, and in 2011 Austria’s share to India was 2%, not “Australia” (the country is Austria). The claim that the difference between India and China was smaller in 2011 is not clearly supported across the data. Select key trends—such as Germany’s growing dominance in China and the UK’s declining share in India—and summarise them before giving selected details.

Coherence and Cohesion: Band 5.0

The response has a basic chronological structure: it first describes 2000 and then 2011, which helps the reader distinguish the two periods. However, within each paragraph, information is presented as a long sequence of separate country figures, with little grouping or comparison to guide the reader. Repeated patterns such as “from…to India…and to China” make the account mechanical, and the opening does not establish a clear overview. Organise the report into an introduction, a concise overview, and detail paragraphs grouped by destination or by notable changes. Use linking phrases to show contrasts and trends, rather than relying mainly on repeated sentence openings.

Lexical Resource: Band 5.0

You use relevant task vocabulary such as “exports,” “export rate,” and “same,” and the country names and percentages generally make the intended subject clear. However, the range is limited and repetitive, particularly through repeated use of “from” and “same rate.” Several spelling and word-choice errors reduce precision, including “beligium,” “Netherland,” “sane,” “chaina,” and “Australia” for Austria. “Export rate” is also less precise here than “share of EU exports.” Use a wider set of accurate terms for describing proportions and change, such as “accounted for,” “rose,” “fell,” and “remained unchanged.” Check country names carefully, as these are essential data labels.

Grammatical Range and Accuracy: Band 4.5

The response communicates many figures through simple sentence patterns, but grammatical control is inconsistent and the range of structures is very limited. Examples include “the exports…in 2000 gad a greater difference,” “the export rate…has a smaller differences,” and “from Australia both countries has sane rate 2%,” where tense, agreement, and sentence construction are faulty. Several entries are fragments rather than complete sentences, and punctuation is often missing after full stops or between clauses. These errors sometimes make relationships between the figures difficult to follow. Practise forming complete comparative sentences, for example, “Germany’s share rose from 15% in India in 2000 to 25% in 2011,” and check subject–verb agreement, articles, and punctuation.

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