Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-08

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 5.0)

the graph illustrates the average carbon dioxide emissions per person in the united kingdom, sweden, italy and portugal between 1967 and 2007 so the carbon dioxide emissions in metric tonnes is vary in every region .

in given graph portugal emit carbon dioxide is at lowest range as compare to others as it start from below 2 in 1967 then goes some high from 1977 and its range end at below 6 above 5 in 2007.

while italy ranges shows emissions of carbon dioxide in metric toness high as compare to portugal it starts from above 4 in 1967 then cross border line of 6 in 1977 and its peak range end at below 8 in 2007.

sweeden has high range as compare to previous both its ranges starts from above 8 in 1967 then cross border line 10 in 1977 and sudden it drops from 10 to below 8 in 1987 and its comes down more and end range is below six above 5 and interact with end range of portugal in 2007.

last one is carbon dioxide emission per person in united kingdom and that has highest range uptil now as it start from above 10 in 1967 and remain same in 1977 and then in 1987 it falls from 10 and end at below 10 but overall united kingdom has high average of carbon dioxide emissions per persons

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify all four countries and describe several key movements, including the UK’s overall decline, Sweden’s rise to a 1977 peak followed by a fall, and Portugal’s steady increase. You also note that Portugal and Sweden finish at similar levels. However, the response is only partially developed: there is no clear, concise overview of the main comparisons, and some descriptions are imprecise. For example, Italy does not simply reach a peak “below 8” at the end; it rises to about 7.6 by 1997 and then remains stable. The UK also declines gradually rather than merely falling after 1987. Group the main trends in an overview and report the most useful approximate figures accurately.

Coherence and Cohesion: Band 5.5

The response has a basic sequence, moving from Portugal and Italy to Sweden and then the UK, and each country is discussed in a separate paragraph. This gives the reader some organisation. However, the progression is largely a list of individual descriptions rather than a clear comparison of the graph’s main patterns. Linking phrases such as “while,” “then,” and “last one” are repetitive or informal, and some references are unclear, as in “its range” and “its peak range.” Add a distinct overview after the introduction, then group countries with similar trends—for example, the declining series and the steadily rising ones. Use linking expressions to show contrasts and similarities rather than simply moving from one line to another.

Lexical Resource: Band 5.0

You use some relevant topic vocabulary, including “emissions,” “per person,” “metric tonnes,” “drops,” and “average,” so the subject is generally understandable. However, the range is limited and several phrases are inaccurate or unnatural, such as “highest range,” “cross border line,” “its range end,” and “interact with end range.” Repetition of “range” also makes the descriptions less precise. Spelling errors in “sweeden” and “toness,” along with inconsistent capitalisation of country names, reduce accuracy. Choose standard graph language and vary it appropriately: describe figures as levels, values, or emissions, and use verbs such as “rose,” “fell,” “peaked,” and “remained stable.” This would make the comparisons clearer and more natural.

Grammatical Range and Accuracy: Band 5.0

You attempt longer sentences with time clauses and comparisons, but complex structures are often faulty, and errors occur frequently enough to make some sentences difficult to follow. For example, “the carbon dioxide emissions in metric tonnes is vary” has problems with verb form and agreement, while “portugal emit carbon dioxide is at lowest range” has an unclear sentence structure. Articles and plurals are also inconsistent, as in “in given graph” and “per persons.” Most sentences are joined into long chains with limited punctuation, which obscures relationships between ideas. Practise writing shorter, complete sentences first, then add accurate clauses using “while” or “whereas.” Check subject–verb agreement, articles, and sentence boundaries during revision.

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