Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 11 · 2026-10-06

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 6.0)

The line graph illustrates emissions of CO2 ( Carbon dioxide ) per person in the United Kingdom, Sweden, Italy and Portugal between 1967 to 2007.

Overall, Emissions of CO2 increased considerably in Italy and Portugal, While the figures of The United kingdom and Sweden Generally declined.

Italy and Portugal both experienced an increasing in CO2 emissions, But there were slightly Difference between them. Portugal started at about 1.2 metric tonnes and ended with approximately 5.5 metric tonnes, While Italy started at around 4.2 metric tonnes and ended at about 7.8 metric tonnes.

The United kingdom and Sweden both experienced a decline in CO2 emission, But there were considerable difference between them. The United kingdom started at highest level, At about 10.5 metric tonnes of CO2 emissions and ended with approximately 9 metric tonnes, While Sweden showed increasing trend from 1967 to 1977, Rising from 8.5 to 10.5 metric tonnes. After reaching this peak, Its emissions decreased significantly to approximately 5.5 metric tonnes by 2007.

AI examiner evaluation

Task Achievement / Task Response: Band 6.5

The response successfully addresses all parts of the task by providing a clear overview and reporting the main features of CO2 emissions for all four countries. The selection of data is generally accurate, noting that emissions increased in Italy and Portugal while declining in the UK and Sweden. However, some aspects are slightly under-developed; for instance, the description of Sweden's trend includes a minor misinterpretation by stating its emissions ended at approximately 5.5 metric tonnes after peaking, but some details could have been more fully synthesised. To reach a higher band, the response would need to provide a more fully developed comparison across the entire timeline with greater precision in data reporting.

Coherence and Cohesion: Band 6.0

The response presents a coherent overall arrangement with a clear logical progression. The student organises the text into logical paragraphs, using an introduction, an overview, and separate body paragraphs grouping countries with similar trends. However, cohesion is sometimes mechanical and repetitive in structure, particularly with phrases like 'both experienced an increasing in' and 'While Italy started at'. Referencing and logical connectors could be managed more flexibly to avoid a formulaic feel. To achieve a higher band, the flow between sentences and paragraphs needs to be smoother, employing a wider variety of cohesive devices without over-relying on repetitive contrast structures.

Lexical Resource: Band 5.5

The student uses an adequate range of vocabulary for the task, successfully incorporating terms such as 'emissions', 'metric tonnes', 'peak', and 'trend'. There are, however, several noticeable errors in word formation, spelling, and word choice that prevent the score from being higher, such as 'an increasing' instead of 'an increase', 'slightly Difference' instead of 'slight differences', and capitalisation issues like 'The United kingdom'. Less common vocabulary is attempted but sometimes used inaccurately. To improve, the student should focus on accurate word forms, proper collocations, and precise lexical control when describing statistical data.

Grammatical Range and Accuracy: Band 5.5

The response displays a mix of simple and complex sentence forms, attempting structures with 'while' clauses and compound sentences. There are some grammar and punctuation errors present, such as inconsistent capitalisation ('The United kingdom', 'Carbon dioxide'), incorrect articles or prepositions in phrases like 'started at highest level', and unnecessary commas breaking up clauses. Fortunately, these errors rarely impede communication and the meaning remains clear throughout. To move up to the next band, the student needs to demonstrate a greater variety of error-free complex structures and tighter control over punctuation and capitalization rules.

See this exact question answered at other band scores. The same prompt compared across bands.

Browse more IELTS Writing model answers or get your own writing scored by the same AI examiner.