Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 13 · 2026-10-06

IELTS Writing Task 1 question

The bar chart below shows the top ten countries for the production and consumption of electricity in 2014.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.0)

The given bar chats compares the how much electric energy is produced and consumed in top ten countries in the year 2014.

Overall, the production of electricity has been higher than consumption except the germany in which consumtion is more than its production.

China produced 5,398 billion kWh but consumption was 5,322 kWh. United States had reletively higer production of 4,099 but consumption was far less than its productin and was 3,866 kWh. Russia had a minor difference between its production and consumption and had 1,057 kWh and 1,038 kWh for the producation and consumption respectively. Japan had 936.2 kWh of production but 856.7 of consumption. India had significantly higher production of 871 kWh but consumption was just 698.9. Canada and France had more production of electricity but consumtion made a difference of more than 100 billion kWh. Brazil had 530 billion kWh of production but consumption was 455.8 billion kWh. Germany is the only county in which cunsumption is 582.5 is more than its production aorund 90 billion kWh less and had 526.6. Korea has a bit difference and has 485.1 billion kWh of production and 449.5 billion kWh of consumption.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

The response addresses the task partially by reporting most of the key data points from the chart, such as China and the United States leading in production and consumption. However, the overview is limited and focuses solely on the exception regarding Germany, rather than capturing broader trends like the general dominance of production over consumption across almost all listed nations. Furthermore, the information is presented as a dense, repetitive list of figures without sufficient selection or meaningful comparison. To move to a higher band, the writer needs to provide a clearer, more comprehensive overview of main trends and integrate comparisons more effectively rather than transcribing individual numbers mechanically.

Coherence and Cohesion: Band 5.0

The response displays some organization with a basic division into an introduction, an overview sentence, and a body section. However, there is no clear overall progression, as the body paragraph collapses all ten countries into a single, continuous block of text without proper subdivision or logical grouping. Cohesive devices are largely inadequate or repetitive, relying on mechanical transitions like 'had' and 'and' to link clauses. Paragraphing is poorly handled because the main body of data is crammed into one massive paragraph instead of being grouped logically, making the text difficult to follow. Improving coherence requires breaking down information into structured paragraphs and using a wider, more accurate range of cohesive markers.

Lexical Resource: Band 5.0

The vocabulary used is limited and minimally adequate for the task, featuring repetitive phrasing such as 'production', 'consumption', and 'billion kWh' throughout the body. There are noticeable lexical errors and awkward word choices, including spelling mistakes like 'chats' instead of 'charts', 'reletively' instead of 'relatively', 'cunsumption' instead of 'consumption', and 'aorund' instead of 'around'. These errors and the restricted variety of terms cause some difficulty for the reader and prevent the response from achieving a higher band. To improve, the writer should incorporate a broader range of synonyms and less common descriptive vocabulary while ensuring accurate spelling and word forms.

Grammatical Range and Accuracy: Band 5.0

The writing demonstrates a limited range of structures, relying mostly on simple sentences and repetitive subject-verb patterns. Attempts at complex sentences are frequently faulty, seen in introductory clauses such as 'compares the how much electric energy is produced'. There are frequent grammatical errors, including missing articles ('except the germany', 'Korea has a bit difference'), incorrect prepositions, and awkward phrasing that cause difficulty for the reader. To achieve a higher band, the student needs to use a wider mix of error-free complex structures, pay closer attention to articles and prepositions, and improve overall sentence construction.

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