Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-27

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 given pie charts illustrates information about exports from different nations to india and in china in given period of time 2000 and 2011.

Overall, it can be seen that the large propotion of EU exported to India by United kingdom in 2000. Followed by Belgium the with second highest proportion shared. While, Sweden and spain accounted the same proportion of exports to India.

To begin with, In 2000 the goods expoted to India by united kingdom accounted for 29%. Belgium was the second country shared the large propotion in India exports of 25%, Where, as the with least proportion of exports contributed by Austria of 1%.

Furthermore, In 2011 the proportion recorded for united kindom was 13% and for the Belgium it drops to 20 p

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

You identify the topic and make a relevant observation about India in 2000, noting the UK’s 29% share, Belgium’s 25%, and Austria’s 1%. However, the response addresses only a small part of the charts: it gives almost no information about exports to China and does not describe the main changes between 2000 and 2011. The overview is also incomplete; the claim that Sweden and Spain had equal shares applies to India in 2000, but is not developed into a broader summary of the key patterns. The final sentence stops after “20 p,” leaving the 2011 account unfinished. The response is also 23 words below the required minimum. To improve, provide a complete overview and select key comparisons across both destinations and years.

Coherence and Cohesion: Band 5.0

There is some basic organisation: an introduction is followed by an overview and then paragraphs beginning “To begin with” and “Furthermore.” This gives the reader a general sense of the intended sequence. However, progression is limited because the response ends partway through the 2011 comparison and never moves on to China. Several linking phrases are awkward or repetitive, such as “Followed by” and “Where, as,” and the overview’s “While” clause is not connected smoothly to the preceding sentence. Paragraphing is present, but the information is not arranged into a complete comparison of the chart categories. Use clear sections for the overview and the main comparisons, and connect each point with accurate, simple transitions.

Lexical Resource: Band 5.0

You use some relevant chart vocabulary, including “proportion,” “accounted for,” and “exports,” so the topic is generally recognisable. However, the range is limited and several word choices or forms are inaccurate, which makes parts of the response difficult to follow. Examples include “large propotion,” “goods expoted,” and “the Belgium it drops,” while “shared the large proportion” is an unnatural collocation. Country names are also inconsistently capitalised, and the unfinished “20 p” leaves the intended figure unclear. Aim for precise, repeatable language for describing shares and changes, such as “accounted for,” “rose to,” and “fell to,” and check spelling and collocations before submitting.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few different sentence forms, including an overview and sentences with introductory phrases, but control is inconsistent. The opening has a subject–verb agreement error (“charts illustrates”), and “to India and in China” uses an incorrect preposition pattern. Sentence fragments such as “Followed by Belgium…” and “While, Sweden and Spain…” interrupt the flow, while “Belgium it drops to 20 p” has an unclear structure and is incomplete. Capitalisation and punctuation are also inconsistent, including “In 2000” after a comma and the lower-case country names. Practise complete sentences with a clear subject and verb, and use consistent past-tense reporting for the 2000 and 2011 figures.

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