Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 14 · 2026-08-28
IELTS Writing Task 1 question
The chart below shows the value of one country’s exports in various categories during 2015 and 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 4.0)
Hear is the product categorys mentioned in detail flow chart
It can be provided by the percentage change in values in 2015 to 2026.
Here mentioned petroleum products 3% will increase next one is gems and jewellery got the 8 5% increase other one gems and jewellery get decreased 5.18% then ofter agriculture products are o.81% increased ofter that textiles 15.24% increased. There mentioned petroleum products are more profit compared to other products in second position engineering goods 2nd position and next one is gems and jewellery 3rd position next one is agriculture products 4th position the last one is textiles so that it can easily find out the which more profit which more lose hear is the percentage wise textiles are good value send position engineering goods 3rd position is gems and jewellery petroleum products 4th position it can me easily find out the which is better then in 2015 to 2016
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 4.0 |
| Coherence and Cohesion | 4.0 |
| Lexical Resource | 4.0 |
| Grammatical Range and Accuracy | 4.0 |
| Overall | 4.0 |
Task Achievement / Task Response — Band 4.0
The response fails to provide a clear overview or a logical summary of the data. While it mentions several categories, the presentation is fragmented and lacks a structured approach to comparing the 2015 and 2016 figures. The student lists percentages but does not effectively synthesize the information or highlight the main trends as required by the task. Furthermore, the data interpretation is confusing, with contradictory statements about which categories performed best. The response lacks a clear introduction and fails to organize the data into meaningful groups, resulting in a failure to address the requirements of the task adequately.
Coherence and Cohesion — Band 4.0
The response lacks paragraphing and logical progression. Ideas are presented in a stream-of-consciousness style without the use of cohesive devices to link sentences or clauses. The lack of punctuation and the repetitive use of 'next one is' and 'other one' make the text difficult to follow. There is no clear structure to the report, and the information is not arranged in a way that guides the reader through the data. The absence of cohesive devices and the disorganized nature of the text significantly impede the flow of information.
Lexical Resource — Band 4.0
The vocabulary is very limited and repetitive. The student relies on basic terms like 'increased', 'decreased', 'profit', and 'position' throughout the text. There is no attempt to use a wider range of vocabulary to describe trends or data points (e.g., 'fluctuated', 'experienced a rise', 'marginal growth'). Spelling errors, such as 'categorys' and 'ofter', are present, and the word choice is often imprecise, such as using 'profit' to describe export values. The limited range of vocabulary makes it difficult to convey the information with any degree of precision or academic tone.
Grammatical Range and Accuracy — Band 4.0
The response contains frequent grammatical errors that often impede communication. There is a complete lack of proper sentence structure, with many run-on sentences and missing punctuation. Subject-verb agreement is inconsistent, and the use of prepositions and articles is frequently incorrect or missing (e.g., 'Hear is the product categorys', 'it can me easily find out'). The response consists almost entirely of simple, poorly constructed clauses. There is no evidence of complex sentence structures, and the high frequency of errors makes the text very difficult to read and understand.
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