Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · 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 5.5)

The pie charts demonstrate the exports from various EU countries to india and china in 2000 and 2011.

Over all exports from EU countries to india and china were the different like in 2000 Belgium and United kingdom had a huge exports of goods towards india was 25%,29%.However in china were so less 5% and 9%. but Germany had a huge number of export of goods towards the china 38% which was much more then India,India had 15% of exports of goods from Germany were recieved.

Moreover in 2011 the exports of goods were decreased 5% by Belgium to the india which was 20% in 2011 less then 2000.In China the Exports of goods was increased from Germany which was 48% but in 2000 was 38% while other EU countries export were the same almost.India increased Exports of Goods from Germany comparing to the 2000 Exports in 2011 the 25% of Exports were recieved by india.

In conclusion the Exports of Goods from EU countries were increases from Germany to india by 10% but the massive decreased were held from UK to india which was 29% in 2000 and decreased by 16% which was 13% in 2011.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify several important features, including Germany’s leading share of exports to China and the fall in the UK share to India. The figures you give for these points are generally accurate: Germany’s share of China-bound exports rose from 38% to 48%, while the UK’s share to India fell from 29% to 13%. However, the response does not provide a clear overall summary of the main patterns across both destinations, and some comparisons are incomplete. For example, Belgium’s share to India fell from 25% to 20%, but this is not clearly set against the rise in Germany’s share there from 15% to 25%. The claim that exports from Germany to India increased “by 10%” should be expressed as a 10-percentage-point rise. The overview and selection of comparisons need fuller development.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: it introduces the charts, discusses some 2000 figures, moves to 2011, and ends with a conclusion. This gives the reader a general sense of the time progression. However, the organisation does not consistently group information by destination or highlight the main comparisons, so related details are scattered. Linking words such as “Moreover,” “but,” and “In conclusion” are used, but some connections are unclear; for instance, “while other EU countries export were the same almost” does not specify which figures are being compared. Several sentences run together, and punctuation around transitions is inconsistent. Grouping India and China into separate paragraphs and using clearer references to the years and countries would create a more logical progression.

Lexical Resource: Band 5.0

You use relevant chart vocabulary, including “exports,” “increased,” “decreased,” and “comparing,” and the reader can usually identify the countries and trends you mean. However, the range is limited and several phrases are repetitive or imprecise, such as “a huge exports of goods” and “a huge number of export of goods.” Some word combinations are unnatural, including “exports were the different” and “massive decreased were held.” These choices sometimes make the intended comparison harder to follow. Aim for precise terms such as “share,” “accounted for,” and “declined,” and distinguish a percentage from a percentage-point change. Check spelling and capitalisation too, including “India,” “China,” and “United Kingdom.”

Grammatical Range and Accuracy: Band 5.0

The response attempts to combine ideas using clauses and comparisons, but sentence structures are often faulty, and errors can make relationships between figures difficult to understand. For example, “Belgium and United kingdom had a huge exports … was 25%,29%” has problems with agreement and sentence construction, while “India had 15% of exports … were recieved” does not form a clear grammatical relationship between the subject and verb. Tense and article use are also inconsistent, as in “the exports … was increased.” Punctuation is weak, with missing spaces after full stops and commas joining separate ideas. Practise writing shorter, complete sentences first, then add accurate comparison clauses; check subject–verb agreement, past-tense forms, and sentence boundaries.

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