Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · IELTS Momentum Workout · 2026-11-01

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 illustrate that export from the different EU nations to India and China from the given period of eleven years.

Overall, The import from UK and Germany are more higher in both times. besides this Belgium has came down from past to nowadays and other countries, are fluctuating with the passage of time.

In the century, of 2000 the UK import are more high and in 2011 UK import sharply decline from 29% to 13%. On the other hand the noticeable change in Germany from the given period of 11 years, is completely transparent and rose huge from 15% to 25% .The last minor change in the Belgium it has been decline from the percentage of 25% to 20%.

Other countries, are rise more in the given time from 5% to 9%.

The remaining countries are fluctuating with the passage of time.

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies a few relevant changes, including the UK’s fall from 29% to 13%, Germany’s rise in exports to India from 15% to 25%, and the increase in “Other” for India from 5% to 9%. However, it addresses the charts only partially: it largely discusses India and gives almost no account of exports to China, where Germany’s share rose from 38% to 48% and remained dominant. The overview is also inaccurate or unclear: “UK and Germany are more higher in both times” does not distinguish the two destinations, and Belgium’s decline applies to India, not both charts. The response is 144 words, below the required 150. To improve, cover both destinations and select the most important comparisons accurately.

Coherence and Cohesion: Band 5.0

There is some basic organisation: an opening, an overview, and paragraphs describing selected changes. The reader can follow the main points about the UK, Germany, Belgium and “Other” for India. However, progression is limited because the response does not group information clearly by destination or compare the two years systematically. Connectors such as “On the other hand” and “Besides this” are used, but the relationships they signal are sometimes unclear; for example, the Germany sentence does not form a clear contrast with the preceding point. The final statement that the remaining countries “are fluctuating” is too general to provide a useful conclusion. A clearer structure—overview, India comparisons, then China comparisons—would make the information easier to follow.

Lexical Resource: Band 5.0

The response uses some task-relevant vocabulary, including “percentage,” “decline,” “rose,” and “fluctuating,” and these help communicate the broad direction of several changes. However, the range is limited and several choices or collocations are unnatural, such as “export from the different EU nations,” “import from UK,” “more higher,” and “rose huge.” The repeated use of “given period” and “passage of time” also makes the description imprecise. In this task, use export consistently from the EU’s perspective, and choose concise trend language such as “share,” “increased,” and “fell.” More precise vocabulary would help distinguish changes in each destination rather than relying on broad statements about fluctuation.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer structures, including “On the other hand the noticeable change in Germany…” and “In the century, of 2000…,” but these are often faulty or difficult to interpret. Errors include subject–verb agreement in “The import … are,” article and number problems in “the UK import,” and an incomplete or awkward construction in “the noticeable change … is completely transparent and rose.” Capitalisation and punctuation are also inconsistent, as in “Overall, The” and the missing space after “25%.” Most sentences are understandable in context, but the limited control of sentence patterns and frequent errors sometimes make the intended comparison unclear. Practise accurate simple sentences first, then add controlled clauses such as “while” or “whereas” to compare figures.

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