Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-07-30

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)

The given line graph depicts about the level of gases in our atmosphere. This represents average carbon dioxide emissions per person in different countries between 1967 and 2007.

Overall, it's crystal clear that the carbon dioxide level depended upon area wise like in Europe the level is declined and West Asia level was rosed.

At the fleeting glance,there was continued downfall of carbon dioxide can be seen in United Kingdom which was not really beneficial for there greenery. On the rest hand in Sweden there was initially CO2 levels rosed but in 1977 it starts decreasing fast, but slightly in 1987 it's downfall got slow motion.

Moreover, in wast Asia the level of Carbon dioxide emissions per person was rosed but in Portugal this was happening at high rate as compared to Italy which is helpful for there greenery but not for humans and animals.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response fails to meet the minimum word count requirement of 150 words, which negatively impacts the score. While you identify some trends, the analysis is superficial and contains inaccurate information (e.g., misidentifying the countries as being in 'West Asia'). You attempt to select main features, but the lack of detail and the inclusion of irrelevant personal commentary regarding the 'greenery' and 'animals' detract from the academic tone required for Task 1. To improve, focus strictly on the data provided in the graph and ensure you provide a more comprehensive overview of the trends across the entire period.

Coherence and Cohesion — Band 6.0

The essay is organized into paragraphs, which is a positive step. However, the logical progression is hindered by unclear referencing and awkward transitions. Phrases like 'On the rest hand' and 'At the fleeting glance' are used incorrectly, making the flow of ideas feel mechanical and sometimes confusing. The use of cohesive devices is limited and often inaccurate. To improve, focus on using standard linking words such as 'In contrast,' 'Furthermore,' or 'Conversely' to connect your ideas more naturally and ensure that each paragraph has a clear, singular focus.

Lexical Resource — Band 5.5

Your vocabulary is quite limited and contains several errors in word choice and collocation. For example, 'rosed' is not the correct past tense of 'rise' (it should be 'rose'), and 'downfall' is used inappropriately to describe a decline in statistics. The phrase 'area wise' is informal and unsuitable for an academic report. You rely on repetitive phrasing, which limits your ability to convey precise information. To improve, focus on learning specific vocabulary for describing trends, such as 'fluctuated,' 'remained stable,' or 'experienced a significant decrease,' and ensure you use the correct verb forms.

Grammatical Range and Accuracy — Band 5.5

There are frequent grammatical errors throughout the text that occasionally impede clarity. Issues include incorrect verb tenses (e.g., 'level is declined' instead of 'level declined'), subject-verb agreement errors, and incorrect word forms (e.g., 'rosed'). Sentence structures are generally simple, and attempts at more complex sentences often result in errors. Punctuation is also inconsistent, particularly with comma usage. To improve, focus on mastering basic sentence construction and proofreading for common errors like tense consistency and subject-verb agreement. Practicing the difference between active and passive voice will also help improve your academic tone.

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