Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · IELTS Momentum Workout · 2026-10-28

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 5.5)

The data gives a breif discription on exports from different EU countries to india and china during the period 2000 and 2011.

The overview for this data gives an idea that goods being exported to india from 2000 to 2011 has changed with respect to the countries,whereas the exports to china has very subtle change during the decade.

The exports of goods to india in 2000, there were a large percentage which was exported to belgium and united kingdom then germany and france rest percentage was given to other eu countries.

However the goods exported to china has a very constant propotion over the decade germany was there biggest exporter back in 2000 and countinued but increased its export in 2011. Moreover france was the second biggest exporter but decresed a bit in 2011 as rest of the propotion was divided in other EU countries.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the broad contrast between the destinations: India’s leading exporters changed, while Germany remained dominant in exports to China. However, the overview that China saw “very subtle change” is too general, and the response omits the 2011 India figures and most specific comparisons. Some details are also inaccurate: France was not the second-largest exporter to China in 2000; it ranked behind Germany and the UK, while Italy and the UK each had larger shares than France in 2011. The response is also five words below the required minimum. To strengthen coverage, report key figures and changes—for example, Germany’s share of China exports rose from 38% to 48%, while the UK’s share of India exports fell from 29% to 13%.

Coherence and Cohesion: Band 5.5

The response has a basic paragraph structure, moving from an introduction and overview to separate comments on India and China. This gives the reader a general route through the information. However, the progression is limited because the body paragraphs do not systematically compare the two years, and several ideas are joined in long sentences with unclear relationships, such as the final sentence beginning “Moreover France was the second biggest exporter.” Linking words such as “however” and “moreover” are present, but they do not always create accurate or smooth connections. Organise each destination paragraph around the main changes from 2000 to 2011, and use clear comparisons to guide the reader.

Lexical Resource: Band 5.5

You use some task-relevant vocabulary, including “exports,” “percentage,” “exporter,” and “proportion,” so the topic is generally understandable. However, the range is limited and several spelling and word-choice errors reduce precision, including “breif discription,” “countinued,” and “decresed.” Phrases such as “a very constant proportion” and “rest percentage was given” are not natural ways to describe chart data. Use precise terms for shares and movement, such as “accounted for,” “rose,” “fell,” and “remained broadly stable.” Check spelling carefully and avoid repeating general phrases like “other EU countries” when the chart provides specific country names.

Grammatical Range and Accuracy: Band 5.0

The response attempts some complex sentences, including clauses linked with “whereas” and “but,” but control is inconsistent. For example, “The exports of goods to India in 2000, there were a large percentage” is not a complete, well-formed sentence, and “goods being exported to India … has changed” has a subject–verb agreement problem. The final sentence also joins several ideas without clear sentence boundaries, making the comparison difficult to follow. Most sentences rely on basic structures, and errors in articles, agreement, and punctuation recur. Practise writing short, complete comparison sentences first, then combine them with accurate clauses such as “while” or “whereas.”

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