Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · 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 5.0)

THE PIE CHARTS ILLUSTARATE THE EXPROTATION INFORMATION BY EU CONTRIES TO INDIA AND CHINA FROM YEAR 2000 AND 2011. IN THE YEAR 2000 UNITED KINGDOM WAS THE HIGHEST IN INDIA AND AUSTRIA WAS THE LOWEST AND IN CHINA GERMANY WAS THE HIGHEST. IN YEAR 2011 GERMANY HAD GIVEN THE MAXIMUM NUMBER OF GOODS IN BOTH THE COUNTRIES.

IN 2000, UNITED KINGDOM WAS THE HIGHEST BY 29% FOLLOWED BY GERMANY 15% THEN, BELGIUM HAD CONTRIBUTES 25% AND OTHER COUNTRIES LIKE SWEDEN, SPAIN, NETHERLANDS, ITALY, FINLAND, FRANCE AND AUSTRIA WERE THE LOWEAST 2%, 2%,4%, 7%,2%,8% AND 1% IN INDIA. IN CHINA GERMANY WAS THE HIGHEST BY 38% SECOND WAS THE FRANCE BY 13% AND OTHER COUNTRIES WERE ALSO CONTRIBUTING IN SOME PERCENTAGE.

IN 2011, IN INDIA THE HIGEST GOODS TRANSPORTED BY GERMANY AND BELGIUM WHICH IS 25% AND 20%. AND THE LOWEST WERE AUSTRIA AND FINLAND. MOREOVER, IN CHINA GERMANY WAS THE HIGHEST.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify several important features, including the UK’s leading share of exports to India in 2000 and Germany’s dominance in China in both years. You also include some relevant figures, such as Germany’s 38% share in China in 2000 and its 25% share in India in 2011. However, the overview is incomplete: it does not clearly summarise the main changes between 2000 and 2011, particularly Germany’s rise in both markets and the UK’s decline in India. Some details are inaccurate or unclear: Belgium’s 25% in India is presented after Germany’s 15%, despite being higher, and the listed low shares include France at 8%, which was not among the lowest. The China data for 2011 is barely reported. Select and compare the key trends more accurately.

Coherence and Cohesion: Band 5.5

The response has a basic structure, moving from an opening summary to separate paragraphs about 2000 and 2011. This gives the reader some sense of how the information is organised, and time markers such as “In 2000” and “In 2011” help signal shifts. However, progression is uneven: the first paragraph repeats claims that are revisited later, while the final paragraph gives very little detail about China. Linking is often mechanical, as in “followed by” and “Moreover,” and the long list of countries and percentages makes the India discussion difficult to follow. Grouping information by destination and highlighting the largest changes would create a clearer progression. Use comparisons to connect related figures rather than listing them in sequence.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “pie charts,” “highest,” “lowest,” and “contributing,” so the topic is generally understandable. However, the range is limited and several word choices or forms are inaccurate, sometimes making the meaning less clear. For example, “exprotation information” is not a natural way to describe the charts; “exports” or “export shares” would be more appropriate. “Goods transported” does not accurately describe the data, which shows the distribution of exports, and “maximum number of goods” suggests quantities rather than percentages. Spelling errors such as “ILLUSTARATE,” “CONTRIES,” and “LOWEAST” are also noticeable. Practise accurate chart vocabulary and check spelling, while varying repeated terms such as “highest” and “percentage.”

Grammatical Range and Accuracy: Band 5.0

You communicate some basic comparisons using simple sentence patterns, for example, “Germany was the highest by 38%.” However, grammatical control is inconsistent, and attempts to combine several details often produce faulty sentences. In “Belgium had contributes 25%,” the verb form is incorrect; “Belgium contributed 25%” is needed. The sentence beginning “other countries like…” has unclear structure and punctuation, making the relationship between the country names and figures difficult to follow. There are also problems with articles and phrasing, such as “second was the France,” and the opening sentence uses an awkward time construction, “from year 2000 and 2011.” Use shorter, complete sentences to report figures, then practise accurate past-tense forms and comparison structures before adding more complex clauses.

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