Band 4.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 4.0 · Cambridge IELTS 14 · 2026-09-23
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)
The chart illustrates the valuable of a country's transports in different varieties between 2015 and 2016, the amount of consumed good items like that, petroleum products, Engineered goods, and gems and jewellery, while the table provide the products used to maximum percent during the 2015 and 2016.
Overall, the table fully of best products, textile, and agriculture was higher level in 2015 and 2016.
The first products was petroleum, it was consumed approximately 60 percent and similar little excellent overview 61% in 2016. The almost engineered was roughly consumption around 55% and higher than 2015 was 50%.
In between 2015 and 2016, the agricultural products was extremely lower than in both year 2015 and 2016 compared with other products were alternated in the these periods were 30%.
These products value change in the past because they were not well, while the petroleum items was very lower with comparative decade stuff 3% and also engineered bit good 8.5, in addition the maximum percent textile was 15.24%.
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 attempts to address the prompt by discussing the export earnings chart and the percentage change table, but it fails to provide an accurate or clear summary of the main features. The text contains numerous severe misinterpretations of the data, such as claiming petroleum products 'was consumed approximately 60 percent' and stating that textile products showed a maximum percentage of '15.24%' as if it were an absolute value rather than a percentage change. Furthermore, key comparisons are missing or obscured by confusion between values in billions of dollars and percentages. The overview is extremely vague and fails to outline the main trends effectively. Consequently, the task is only partially addressed.
Coherence and Cohesion: Band 4.0
The organisation of the text is highly problematic, hindering overall readability. While the student attempts an introductory and concluding or overview-style sentence structure, the progression of ideas is disjointed and confusing. Paragraphing is poorly handled, with the body of the response collapsing into a single, rambling block of text that lacks clear thematic separation. Cohesive devices are either misused or absent, and referencing is frequently unclear, making it very difficult to follow the relationships between the different export categories and their respective values.
Lexical Resource: Band 4.0
The lexical range is extremely limited and heavily restricted by frequent errors in word choice and collocation. Examples such as 'valuable of a country's transports' (instead of value of a country's exports), 'consumed good items', and 'products used to maximum percent' demonstrate a lack of basic vocabulary control appropriate for an academic task. Less common lexical items are attempted but misused, leading to frequent misunderstandings. Spelling and word formation errors also constrain communication throughout the response.
Grammatical Range and Accuracy: Band 4.0
Grammatical control is weak throughout the response, with very few error-free sentences. The text relies heavily on simple structures, and attempts at complex sentences are consistently faulty, as seen in 'while the table provide the products used to maximum percent during the 2015 and 2016' and 'compared with other products were alternated in the these periods'. Errors in subject-verb agreement (e.g., 'the agricultural products was'), tense usage, and prepositions are pervasive and frequently impede comprehension for the reader.
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