Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-11-09

IELTS Writing Task 1 question

The graph below shows average carbon dioxide (CO₂) emissions per person in the United Kingdom, Sweden, Italy and Portugal between 1967 and 2007.

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

Student answer (Band 5.5)

This graph chart shows how much carbon dioxide does a person emmit in the United Kingdom, Sweden, Italy and Portugal from 1967 to 2007

As we can see the graph , the average emission of carbon dioxide of a person living in United Kindom in 1967 was more than 10 . Thats relativily on higher side but if it comes down to 10 in 1987 . By the year 2007 it decreses to less than 9 percent . If we talk about Swedan in 1967 the average of carbon dioxide is around 8.5 but by 1977 we saw a significient growth and it goes over 10 . After that by 1987 a massive drop can be seen to 6.5 and by 2007 it was less than 6 .

Talking about Italy in 1967 the average of carbon dioxide is around 4 but after every year it was a continues growth and by 2007 it was around 8 . While on the other hand , Portugal is on lesser side . in 1967 is average is around 1 and by year 1987 it was increased to 3 and by the year 2007 it was standing around 5

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify all four countries and describe their broad directions: UK emissions decline, Sweden rises before falling, and Italy and Portugal increase. However, the response only partially selects and reports the main features. It lacks a clear overview comparing the countries—for example, that the UK remains highest throughout, while Portugal starts lowest and ends level with Sweden. Some details are inaccurate or imprecise: Sweden falls to about 7 in 1987, not 6.5, and Italy reaches about 7.6 by 1997 and then levels off, rather than continuing to grow through 2007. Add a concise overview and report the key turning points and end values accurately.

Coherence and Cohesion: Band 6.0

The information is arranged in a generally understandable sequence, moving from the UK and Sweden to Italy and Portugal. Phrases such as “After that” and “While on the other hand” help signal changes and comparisons, so the reader can follow the country-by-country account. However, the response is presented as one long paragraph, and the repeated openings “If we talk about” and “Talking about” make the progression somewhat mechanical. Some links are also unclear, such as “after every year,” which does not specify the time points shown. Use separate paragraphs for the overview and details, and group countries with similar trends to make comparisons more direct.

Lexical Resource: Band 5.5

You use relevant topic vocabulary, including “average emission,” “growth,” “drop,” and “decreases,” and the main meaning is usually clear. There is some variety in how you describe trends, but several word choices and collocations are inaccurate or informal, such as “This graph chart,” “on higher side,” and “standing around 5.” Spelling errors—including “emmit,” “relativily,” “significient,” and “decreses”—also reduce precision. Aim for standard chart language and accurate spelling: for example, describe emissions as “per person,” say a figure “was relatively high,” and use “rose,” “fell,” or “levelled off” for changes. This would make the account more precise and natural.

Grammatical Range and Accuracy: Band 5.0

You attempt some longer sentences to describe changes over time, and the reader can generally understand the intended comparisons. However, sentence structures are limited and several attempts at complex sentences are faulty. For example, “As we can see the graph” is missing a preposition, while “in 1967 is average is around 1” has an incorrect sentence structure and verb form. Tense and agreement are also inconsistent: “it was increased” should be “it increased,” and “it goes over 10” shifts unnecessarily into the present. Punctuation and sentence boundaries need attention, particularly where a new sentence begins with a lowercase letter. Practise accurate past-tense reporting and build longer sentences around clear clauses.

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