Band 6.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 6.5 · Cambridge IELTS 11 · 2026-07-28
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 6.5)
The given line graph represent the information about a individual emission the carbon dioxide in different given countries in the given time period.The data has been calibrate in tonnes.
Overall it is crystal clear that United Kingdom was widely seen in the last year while Portugal and Sweden as least emission of carbon dioxide in the given yeas.
At the fleeting glance,initially United Kingdom began from 11 tonnes per person in the initial year 1967 and fall to 9 tonnes of carbon dioxide in the last year 2007.Secondly the Sweden launched from 9 tonnes of carbon dioxide,inclined to 10.5 tonnes approximate after 10 years and rapidly declined to 5.5 tonnes nearly in the final year.
Moving further,firstly Italy started from more then 4 tonnes and reached to near 8 tonnes in the ending of period with small variations.Finally,Portugal rose from more then 1 tonnes,jumped to 2.5 tonnes of carbon dioxide by per individual in 1997 and climbed to near 6 tones in the year 2007.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 6.5 |
| Coherence and Cohesion | 6.5 |
| Lexical Resource | 6.0 |
| Grammatical Range and Accuracy | 6.0 |
| Overall | 6.5 |
Task Achievement / Task Response — Band 6.5
The response covers the main features of the graph and makes relevant comparisons between the four countries. However, the overview is slightly confusing; stating the UK was 'widely seen' is unclear, and the description of Sweden and Portugal as having the 'least emission' is inaccurate as their figures fluctuate significantly over the period. While the key trends are identified, the reporting of data points is sometimes imprecise (e.g., 'approximate', 'nearly'), which weakens the accuracy of the summary. To improve, ensure the overview clearly highlights the most significant trends, such as the overall decline in the UK and Sweden versus the growth in Italy and Portugal.
Coherence and Cohesion — Band 6.5
The response is organised into logical paragraphs, with an introduction, overview, and two body paragraphs. Cohesive devices are used, such as 'Moving further', 'Finally', and 'Secondly', though some of these transitions feel mechanical or slightly unnatural in context. The progression of ideas is generally clear, but the internal structure of the sentences sometimes lacks flow due to awkward phrasing. Paragraphing is used appropriately to separate the different countries, which helps the reader follow the comparison. To reach a higher band, focus on using a wider variety of linking words and ensuring that the relationship between sentences is more seamless.
Lexical Resource — Band 6.0
The range of vocabulary is adequate for the task, but there are several instances of awkward word choice and collocation errors. For example, 'The data has been calibrate' should be 'calibrated', and 'individual emission the carbon dioxide' is grammatically incorrect. Phrases like 'launched from' and 'at the fleeting glance' are not appropriate for a formal report. While the student attempts to use descriptive verbs like 'inclined' and 'jumped', the lack of precision in word choice limits the score. Focusing on more academic collocations and ensuring correct word forms will significantly improve the quality of the writing.
Grammatical Range and Accuracy — Band 6.0
The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include subject-verb agreement ('graph represent'), missing articles ('in the initial year'), and incorrect preposition usage ('by per individual'). Punctuation is also inconsistent, with missing spaces after periods. While these errors do not completely impede communication, they are frequent enough to be noticeable. To improve, the student should focus on basic sentence construction, subject-verb agreement, and proofreading for minor mechanical errors like missing spaces and incorrect verb tenses.
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