Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-10

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 4.5)

The line graph illustrates the standard amount of carbon dioxide which every human exhale during the process of respiration in four states United Kingdom, Sweden, Italy and portugal from time period of 1967 to 2007.

Overall, the CO2 emission rate gradually rose in Italy and Portugal, meanwhile in United kingdom and Sweden showed significant decline over the period.

Commencing from, United kingdom in 1967 the carbon dioxide emission rate by per person was higher contributing almost 11% however it dropped and in 1987 it was 11%. Additionally it further declined(9%) in 2007. Subsequently, carbon dioxide exhalation rate was more than 8% in Sweden at the start of period, it peaked in 1977 and made up just above10% it plummated in 1987( less than 8%)

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the broad contrast that emissions rose in Italy and Portugal while falling in the UK and Sweden, and it includes some relevant figures for the UK and Sweden. However, the account is incomplete: Italy and Portugal are not described at all, and the final trend for Sweden is left unfinished. There are also important inaccuracies: UK emissions were about 10.1 tonnes in 1987, not 11, and the figures are tonnes per person, not percentages. The opening claim that the graph concerns carbon dioxide people exhale during respiration misinterprets the subject. At 124 words, the response also falls short of the required 150. To improve, give a complete overview and report the main trends and comparisons for all four countries accurately.

Coherence and Cohesion: Band 5.0

There is a basic structure: an introduction, an overview, and a paragraph beginning with details about the UK and Sweden. The overview gives the reader a useful starting point by grouping the countries according to whether emissions rose or fell. However, the response does not progress to Italy and Portugal, and the final sentence stops before completing the Swedish trend, so the information feels unfinished. Linking expressions such as “Overall,” “Additionally,” and “Subsequently” are used, but some do not clearly show the relationship between the ideas. Organise the details into a complete sequence, for example by comparing the two declining countries and then the two rising countries, and use transitions that accurately signal contrast or continuation.

Lexical Resource: Band 5.0

The response uses some task-related vocabulary, including “emission rate,” “declined,” “peaked,” and “period,” which helps communicate the general topic and trends. However, several choices are inaccurate or unnatural: “every human exhale” describes breathing rather than emissions per person, “states” is unsuitable for these countries, and “standard amount” is vague. The repeated use of “rate” and “carbon dioxide” also limits variety, while “plummated” is misspelled and “portugal” is not capitalised. Use precise chart language such as “per-capita emissions,” “tonnes per person,” “rose,” and “fell,” and check spelling and country names. These changes would make the description clearer and more appropriate to an academic report.

Grammatical Range and Accuracy: Band 5.0

The response attempts a few longer structures, including “Overall, the CO2 emission rate gradually rose in Italy and Portugal, meanwhile…” and “Additionally it further declined…”. However, these constructions are often faulty: “meanwhile” does not correctly join the clauses as written, and “Commencing from, United kingdom…” has an incomplete, awkward opening. There are also problems with articles, prepositions, and sentence boundaries, as in “from time period of 1967 to 2007” and the final sentence, which lacks a clear ending. The reader can understand the broad meaning, but errors recur and sometimes make relationships unclear. Practise building complete sentences with a clear subject and verb, and use straightforward comparisons before attempting more complex linking structures.

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