Band 5.5 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-08-08
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 graph demonstrates carbon dioxide emissions in metric tonnes (0 to 12) in time period 1967 to 2007. It is the representation of the average Carbon dioxide emissions per person. Four major countries are included; United Kingdom, Sweden, Italy and Portugal.
First and foremost, the United Kingdom is on the list.In 1967 CO2 emissions per person was at 11 metric tonnes but they controlled on poisonous gas and reached at 7 metric tonnes in 2007.
In addition, Sweden people were also taking part in the emission of poisonous gas. From 1967 to 1977 there was a direct increase in the carbon dioxide per person and attained 10 metric tonnes. After that, they realized and decreased the level to 5 metric tonnes in 2007.
Furthermore, Italy was at low level in 1967. With the time the average carbon dioxide emission increased up to 8 metric tonnes in 2007.
Lastly, the Portugal was lowest in carbon dioxide emission from all other countries. It was at 1 metric tonne but they could not stop emission at this stage. Their average rose to 5 metric tonnes in 2007.
In conclusion, every country is effected by this poisonous gas and they are taking measures to control the average.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.5 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.5 |
| Grammatical Range and Accuracy | 5.5 |
| Overall | 5.5 |
Task Achievement / Task Response — Band 5.5
The response covers all four countries and identifies the main trends. However, the analysis is somewhat superficial. For instance, describing the UK's reduction as 'controlled on poisonous gas' is inaccurate and lacks the analytical tone required for Academic Task 1. While the key features (start and end points) are mentioned, the report lacks a clear 'overview' paragraph that synthesizes the trends across the period. The conclusion provided is more of a personal opinion than a summary of the data. To improve, focus on grouping the countries by trend (e.g., those that decreased vs. those that increased) and ensure the data is described objectively.
Coherence and Cohesion — Band 5.5
The response is organized into paragraphs, which is a positive step. However, the use of cohesive devices is somewhat mechanical and repetitive (e.g., 'First and foremost', 'In addition', 'Furthermore', 'Lastly'). The progression of ideas within paragraphs is clear, but the connection between sentences could be more sophisticated. Referencing is generally clear, but the flow between the introduction and the body paragraphs is abrupt. To reach a higher band, try to use a wider variety of linking words and ensure that the transition between the overview and the detailed data is smoother.
Lexical Resource — Band 5.5
The vocabulary is limited and occasionally inappropriate for an academic report. Phrases like 'poisonous gas' are not standard terminology for CO2 emissions in this context, and 'taking part in the emission' is unnatural. There is a reliance on simple descriptive language ('low level', 'highest', 'lowest'). To improve, you should incorporate more precise academic vocabulary related to trends, such as 'fluctuated', 'peaked', 'remained stable', or 'a downward trend'. The range is sufficient to communicate the basic information, but it lacks the flexibility and precision required for higher bands.
Grammatical Range and Accuracy — Band 5.5
The response uses a mix of simple and some complex sentence structures. There are several grammatical errors, such as 'Sweden people' (should be 'The people of Sweden' or 'Sweden's emissions'), 'attained 10 metric tonnes' (missing subject), and 'the Portugal' (incorrect article usage). Punctuation is also inconsistent, with missing spaces after periods in some instances. While these errors do not completely impede communication, they are frequent enough to lower the score. Focusing on subject-verb agreement and correct article usage will significantly improve the accuracy of your writing.
See this exact question answered at other band scores — the same prompt compared across bands.
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