Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-10-31

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 pie charts gives the information about the good exports from european country to india between 2000 and 2011.

Overall,as we can see that the united kingdom is the highest good exporter in 2000.Whereas and the second highest exporter is belgium and remainning are such as austria is 1%,and the finland,sweden,spain where these three countries were export 2% while gremany is 15% and netherland is 4%

As we can see that in 2011 the highest good exporter is germany with 25%,and the second highest is belgium and the remaining is such as united kingdom is 13%,whereas sweden and spain is likely to export 3% as finland and austria is 2% while other is 9%as netherland is 5%

As we can see that in this way we differenciate that in which yeas which country is more export with how much percentage so that in this way there are the country export is likely to export good in india.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify some relevant figures for India, including the UK’s 29% share in 2000 and Germany’s 25% in 2011, and you note that Belgium was also a major exporter. However, the response addresses only the India charts and omits all information about exports to China, a major part of the task. The overview is also incomplete: it does not clearly summarise the main changes, such as Germany’s growing dominance in China or the UK’s declining share in India. Several figures are missing, and the final paragraph does not add a meaningful comparison. To improve, cover both destinations and both years, then select the most important contrasts and changes rather than listing a few figures.

Coherence and Cohesion: Band 4.5

The response has separate paragraphs for the two years and uses basic linking expressions such as “Overall” and “Whereas,” so there is some attempt to organise the information. However, the progression is difficult to follow because the paragraphs become long lists, and the repeated opening “As we can see” makes the writing mechanical. The final paragraph repeats the idea of comparing countries without presenting any actual comparison. Some links are also unclear, as in “Whereas and the second highest exporter is Belgium.” Organise the report by destination or by the most important trends, and use clear topic sentences and comparisons to connect the figures.

Lexical Resource: Band 5.0

You use a small set of relevant terms, including “exporter,” “percentage,” and “highest,” which allows the reader to recognise the general topic. However, vocabulary is repetitive and several word choices or forms are inaccurate, such as “good exports,” “good exporter,” and “differenciate.” The phrase “remainning are such as” is also awkward, and “export” is repeatedly used where “accounted for” or “represented” would be more precise for chart data. These errors sometimes make the intended meaning harder to follow. Build a more varied set of chart-description phrases and check spelling and collocations, especially for terms describing shares and changes.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentence forms, for example with “while” and “whereas,” but control is inconsistent and most sentences rely on simple or loosely joined clauses. Errors include subject–verb agreement in “The pie charts gives,” missing or incorrect articles and prepositions in “from european country to india,” and faulty clause construction in “Whereas and the second highest exporter is belgium.” Punctuation and spacing are also unreliable, particularly around commas and percentages. These problems can make relationships between figures unclear. Practise writing short, complete comparison sentences first, then combine them with accurate conjunctions and consistent past-tense forms.

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