Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-09-03

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 reveals the statistics illustrates that the carbon dioxide emissions per cricrual between 1967 and 2007.According to the statement.

Overall,the United Kingdom in carbon dioxide decreasing.And the Sweden carbon dioxide in the same uk.So, the Italy carbon dioxide increasing.And the last country Portugal average carbon dioxide increasing.

First of all,the United Kingdom average carbon dioxide for every individual in 1967 11% and the last year 2007 in 9%.So,the country Sweden average carbon dioxide for every man in 1967 10% and the last year 2007 in 5%.

Second of all,the Italy average carbon dioxide emissions per person in 1967 in 4% and the year 2007 in 8%.so,the last country Portugal in average for every individual in 1967 1% and the last year in 2007 in 5.5%.

To sum up,the first 2 countries Uk and Sweden in average carbon dioxide emissions for every person decreasing.however,the last 2 countries Italy and Portugal average for every individual in increasing.

AI examiner evaluation

Task Achievement / Task Response — Band 5.0

The response addresses the task by identifying the main trends for the four countries. However, the data interpretation is inaccurate. The student uses percentages (e.g., '11%') to describe CO2 emissions, which are measured in metric tonnes per person, not percentages. Furthermore, the overview is very basic and lacks a clear synthesis of the data. While the main features are identified, the lack of precision in reporting the units and the simplistic nature of the comparisons limit the development of the response. To improve, ensure you correctly identify the units of measurement provided in the graph and focus on comparing the trends rather than just listing individual data points.

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 mechanical and often repetitive (e.g., 'First of all', 'Second of all', 'To sum up'). There is a lack of variety in linking words, and some transitions feel forced. The progression of ideas is somewhat disjointed because the sentences are short and lack complex logical connections. To improve, try using a wider range of cohesive devices such as 'in contrast', 'meanwhile', or 'subsequently' to link sentences more naturally and improve the flow of the argument.

Lexical Resource — Band 5.0

The vocabulary is limited and repetitive. The student frequently uses basic phrases like 'average carbon dioxide' and 'every individual'. There are also significant errors in word choice, such as 'cricrual' (likely a misspelling of 'crucial' or a confusion with the data) and the misuse of 'statistics illustrates'. The range of vocabulary is insufficient to convey the information with precision. To improve, focus on learning topic-specific vocabulary related to data description, such as 'fluctuated', 'declined', 'surpassed', and 'remained stable', and ensure you use the correct terminology for the units of measurement.

Grammatical Range and Accuracy — Band 5.0

The response relies heavily on simple sentence structures. There are frequent grammatical errors, including missing articles ('the United Kingdom'), incorrect verb forms ('carbon dioxide decreasing' instead of 'emissions were decreasing'), and punctuation issues. The lack of complex sentence structures prevents the demonstration of a higher level of grammatical control. Many sentences are fragmented or lack a main verb. To improve, focus on constructing complete sentences with a subject and a verb, and practice using complex structures like relative clauses or subordinating conjunctions to combine simple ideas into more sophisticated sentences.

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