Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-08-25
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 5.0)
The graph describes the information the carbon dioxide production per person in four countries between 1967 to 2007.
Overall, the graph gives knowledge about the carbon dioxide in United Kingdom, Sweden, Italy and Portugal and the highest rate is in United Kingdom and lowest is in the Portugal.
The rate of carbon dioxide emission in the United Kingdom is 11 tons in 1967 and this rate stating decreasing and reached at 9 tons in 2007. The rate of carbon dioxide in Sweden is a bit low than the United Kingdom and this 7 tons in 1967 and goes high in 1977 and it is about 11 million and after this this rate hit 5 tons.
Italy is on third number and from 1967 the emission was 4 tons and then this rate start growing and reached at 5.5 tons in 2007. Portugal is on the fourth number and its list of carbon dioxide emission was very low in 1967 and this rate is only 1 ton and after that the rate goes up and in 2007 ti was 5 tons.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the graph, identifying the trends for the four countries. However, the data reporting is inaccurate in several places. For instance, you state the UK started at 11 tons and decreased to 9, which is correct, but the description of Sweden's peak as '11 million' is a significant error in units and data interpretation. Additionally, the summary of the trends is somewhat simplistic. To improve, ensure you accurately transcribe the figures from the graph and provide a more analytical comparison between the countries rather than just listing them individually. The overview is present but lacks the necessary detail to fully highlight the key differences in trends.
Coherence and Cohesion — Band 5.5
The essay is organised into paragraphs, which helps the reader follow the structure. However, the use of cohesive devices is quite mechanical and repetitive. Phrases like 'The rate of carbon dioxide' are used at the start of almost every sentence, which makes the writing feel monotonous. There is a lack of varied linking words to connect ideas or contrast the countries effectively. To reach a higher band, try using a wider range of transition signals such as 'in contrast', 'meanwhile', or 'subsequently' to improve the flow and logical progression between your sentences and paragraphs.
Lexical Resource — Band 5.0
The vocabulary is limited and repetitive. You rely heavily on basic terms like 'rate', 'number', and 'low'. There are also issues with word choice and collocation, such as 'stating decreasing' (should be 'started to decrease') and 'list of carbon dioxide emission' (which is not the correct term). The use of 'million' instead of 'tons' for Sweden is a lexical error that affects the accuracy of the information. To improve, focus on learning topic-specific vocabulary related to graphs, such as 'fluctuated', 'peaked', 'remained stable', or 'a significant decline'.
Grammatical Range and Accuracy — Band 5.0
There are frequent grammatical errors throughout the text that occasionally impede clarity. Examples include 'describes the information the carbon dioxide production' (missing preposition), 'between 1967 to 2007' (should be 'between 1967 and 2007'), and 'ti was 5 tons' (spelling error). The sentence structures are mostly simple, and there is a lack of complex sentence forms. To improve, work on subject-verb agreement and the correct use of prepositions. Additionally, try to incorporate more complex structures, such as relative clauses or passive voice, to demonstrate a wider range of grammatical control.
See this exact question answered at other band scores — the same prompt compared across bands.
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