Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Momentum Workout · 2026-10-29

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)

The charts illustrates that the exports from many EU countries to india and china in 2000 and 2011.

Overall, the charts give the information of EU exports of good in 2000 and 2011. In 2000, EU exports of goods to India to Austria was about 1% and in Belgium it was 25%. In Finland, it was about 2% and in France it was about 2% in Germany it was 15%. In Italy, exports of goods was about 7% and in Netherlands was about 4% and in Spain it was about 2% in Sweden it was 2% and united kingdom it was 29% and the other countries it was about 5%

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response includes a few accurate figures for India in 2000, such as Belgium at 25%, Germany at 15% and the UK at 29%, but it does not summarise the charts as a whole. It omits all figures for China and the 2011 data, and gives France’s India share as 2% rather than 8%. There is also no meaningful overview of the main patterns, such as Germany’s dominance in exports to China or the UK’s decline in its share of exports to India. The response is 100 words, so it does not meet the 150-word minimum; this leaves the task substantially incomplete. Cover both destinations and years, and select the most important comparisons.

Coherence and Cohesion: Band 3.5

There is a basic attempt to introduce the charts and then report figures, and the repeated country-by-country sequence gives the reader some sense of the information being listed. However, the response has no clear paragraph development or progression from an overview to selected details. Most of the figures are crowded into one long sentence, linked mainly by repeated “and” and “it was,” so relationships between countries and trends are difficult to follow. The opening and overview also repeat the general idea that the charts show exports without guiding the reader through the data. Use separate paragraphs for an overview and comparisons, and group figures by destination or by notable changes.

Lexical Resource: Band 5.0

The vocabulary is sufficient to identify the topic and report basic proportions: terms such as “exports,” “countries,” and “about 1%” are relevant and generally understandable. However, the range is narrow and repetitive, especially the repeated wording “it was” and “exports of goods.” Some choices are imprecise for describing a chart, such as “the charts give the information of,” and “the other countries” is less clear than a concise label for the remaining category. Capitalisation is also inconsistent in “india” and “united kingdom.” Build a small range of accurate reporting expressions, such as “accounted for,” “represented,” and “share,” and use them to compare the figures rather than repeating the same frame.

Grammatical Range and Accuracy: Band 4.5

The response attempts a simple opening statement and uses basic clauses to report figures, but sentence structures are mostly repetitive and there is little evidence of controlled complex grammar. Errors are noticeable in the opening, “The charts illustrates,” where the plural subject does not agree with the verb, and in “exports of goods was,” where the plural noun requires a plural verb. The long sequence beginning “In Finland” also lacks clear sentence boundaries and punctuation, making the relationships between clauses harder to read. Practise accurate subject–verb agreement and divide lists into complete sentences. Then add controlled comparison structures, for example, “while the UK share fell, Germany’s rose.”

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