Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 13 · 2026-10-21

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 graph shows the consumption of electricity of different countries in the year of 2014. It shows the graph of countries like China, Russia, Japan , India and other developed and developing countries . the production of electricity is maximum in China and the rate of consumption is therefore also high. As China is higly populated country and is extraordinarily developed country and has magnificient technology , like factories , companies and offices so it has the greatest consumption of electricity in the year 2014. The larger consumption on the second number is of United States which also has a large area with lots of cities and thereby high consumption of electricity . Russia has almost equal rate of consumption and production of electricity . Japan has 936.2 KWh of electricity production and has 856.7 KWh of electricity consumption . India is a large country but has a low production and consumption of electricity due to poverty , lots of people in india has lightened their homes and still use other sources except electricity .Canada , France ,Brazil, Korea has higher rates of production than consumption but Germany has 526.6 KWh of production but 582.5 billion KWh consumption of electricity.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the main leaders and include several relevant comparisons, such as China having the highest production and consumption, Russia’s figures being close, and Germany consuming more than it produces. The Japan figures are also reported accurately, although the units should be billion kWh rather than KWh. However, the response only partly fulfils the chart-summary task: it gives no clear overview of the overall pattern across all ten countries and omits many useful comparisons, including the large gap between China and the United States and the lower figures for the remaining countries. Explanations about population, development, poverty and household lighting are not shown by the chart and take space away from describing its data. Focus on observable trends and comparisons instead.

Coherence and Cohesion: Band 4.0

The response moves through several countries in a broadly understandable order, and linking expressions such as “therefore,” “thereby” and “but” show attempts to connect ideas. However, it is presented as one long paragraph, with no distinct introduction, overview or organised detail groups. The progression is also difficult to follow because chart description is mixed with unsupported explanations about population and poverty. Some links, such as “As China is…” lead into an extended causal sentence rather than a clear comparison of the figures. Use separate paragraphs for an overview and grouped comparisons, and connect each point directly to the relevant data. This would make the organisation easier to follow and reduce the impression of loosely joined observations.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “consumption,” “production,” “rate” and “higher,” so the reader can generally understand the subject. However, the range is limited and several expressions are repetitive or imprecise, such as “larger consumption on the second number” and “has a low production and consumption.” There are also spelling and word-choice problems, including “higly,” “magnificient” and “lightened their homes,” which make parts of the description less clear or natural. The unit is also written as “KWh” rather than the chart’s billion kWh. Build a more precise set of comparison phrases and use standard forms consistently; avoid elaborate claims that are not supported by the visual.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences using clauses and connectors, for example, “As China is… so it has…” and “India is a large country but…,” but these structures are often faulty or awkward. The opening sentence, “The graph shows the consumption…,” does not clearly introduce both measures, and the China sentence combines “As” and “so” in a way that makes the relationship cumbersome. There are recurring issues with articles, sentence boundaries and punctuation, including inconsistent spacing before commas and full stops. The list “Canada, France, Brazil, Korea has” also has a subject–verb agreement error. Prefer shorter, controlled sentences, check singular and plural agreement, and use punctuation to separate each comparison.

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