Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-30

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 charts illustrate the information about exports from different Europe nations to India and China in 2000 and 2011. Units measured in percentage.

overall, germany was the highest in exports of goods to India and China in 2000 and 2011. In terms of goods exportation, Finland was the lowest in both years in India whereas Austria remained at same level in China.

It is clearly seen that germany was 15 % in 2000 then it witnessed steady climb to 25% in following year. However, there is minor increase in Sweden, Spain, netherlands,italy 2%,2%

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies a relevant overall feature: Germany had a substantial share of exports to both destinations, and its share rose from 15% to 25% for India. However, the overview is inaccurate because Germany was not the largest exporter to India in 2000; the UK led at 29%. The claim that Finland was the lowest for India in both years is also incorrect, as Austria was lower in 2000 and several countries shared the 2% minimum in 2011. The final comparison is incomplete and does not clearly state the figures or destination. At 74 words, the response is 76 words below the required minimum, leaving most key comparisons unreported. Include a concise overview and select several accurate changes for both markets.

Coherence and Cohesion: Band 4.5

There is a basic attempt to organise the response, moving from an introduction to an overview and then to a detail about Germany. Linking expressions such as “overall” and “However” also show an effort to connect ideas. However, the progression is difficult to follow because the overview combines claims about both destinations without distinguishing them, and the final sentence ends with an unclear list: “Sweden, Spain, netherlands,italy 2%,2%.” The response also stops before developing the comparisons. Use separate paragraphs for the overview and selected details, group figures by destination or by year, and make each comparison explicit so the reader can follow the data.

Lexical Resource: Band 5.5

The response uses some task-relevant vocabulary, including “exports,” “percentage,” “increase,” and “steady climb,” and the main topic is generally understandable. There is also an attempt to vary wording with “goods exportation.” However, several expressions are awkward or imprecise, such as “different Europe nations” and “was 15%,” while “steady climb” is not ideal for describing a change between two data points. The limited range also means that the response cannot describe the main contrasts across the charts. Aim for accurate chart language and collocations, for example “EU countries,” “accounted for 15%,” “rose to 25%,” and “share of exports.”

Grammatical Range and Accuracy: Band 5.0

The response includes some complete simple sentences and attempts a more complex contrast with “However,” so the basic message can be understood. Nevertheless, the range of sentence structures is limited, and errors in sentence formation and punctuation are noticeable. The opening fragment, “Units measured in percentage,” lacks a finite verb; it could be written as “The figures are given as percentages.” The final sentence is also incomplete and does not form a clear grammatical comparison. Capitalisation and spacing around punctuation are inconsistent, as in “overall” and “netherlands,italy.” Practise writing complete sentences that state a subject, verb, and clear comparison, then check punctuation and capital letters.

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