Band 4.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.5 · Cambridge IELTS 11 · 2026-10-15

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 graphs shows the comparison figures four countries average carbon dioxide (CO2) emissions per person in 1967 and 2007.

The portugal CO2 emissions in 1 metric tonnes a 1967 or usually upper than 5 metric tonnes in 2007 but there for a Italy CO2 emissions in 4 metric tonnes in a 1967 or a upper than behind a maximum 7.5 matric tonnes. At least a swedon in CO2 emissions in 9 matric tonnes in1967 but a 1977 into a fall down or 1987 very fast a fall down and exist a slow than a 5 metric tonnes in there but a united kingdom CO2 emissions in 11 metric tonnes in a 1967 and a very slow fall down in a 2007 in a 9 metric tonnes.

The main reason of the Co2 a emissions in a swedon and united kingdom a cut a trees in a another place and every thing place.

AI examiner evaluation

Task Achievement / Task Response: Band 4.0

You identify the four countries and report several broad movements, including the UK’s decline, Sweden’s sharp fall after 1977, and increases in Italy and Portugal. Some figures are also approximately aligned with the graph. However, the response only minimally summarises the data: it gives no clear overview of the main comparisons, and the final claim about tree cutting is unsupported and not shown by the graph. Some trends are unclear or incomplete—for example, Italy rises to about 7.6 tonnes and then levels off, while Portugal rises steadily to about 5.4 tonnes. Organise the key features around these overall patterns and avoid explaining causes that the visual does not provide.

Coherence and Cohesion: Band 4.0

There is a basic attempt to group information into paragraphs, and the response moves from country figures to a concluding statement. However, the ideas are not arranged in a clear, coherent progression. The long middle paragraph combines all four countries in a confusing sequence, making comparisons difficult to follow, while connectors such as “but,” “or,” and “at least” do not clearly show how the points relate. The final sentence introduces an unrelated explanation rather than summarising the graph. Use a short overview followed by logically grouped comparisons—for example, declining trends together and rising trends together—and make each sentence focus on one clear point.

Lexical Resource: Band 4.5

The response uses some relevant topic vocabulary, including “CO2 emissions,” “metric tonnes,” “fall,” and “slow,” so the reader can recognise the subject and some trends. However, the range is basic and repetitive, and inaccurate word choices or collocations often strain understanding. Phrases such as “comparison figures four countries,” “a fall down,” and “upper than behind a maximum” do not express the intended comparisons naturally. Country names and terms such as “Sweden” and “metric” are also misspelled in places. Build a small set of accurate graph-description phrases, such as “rose steadily,” “declined sharply,” “remained stable,” and “reached approximately,” and check spelling carefully.

Grammatical Range and Accuracy: Band 4.5

You attempt to communicate several data points in connected sentences, but grammatical control is very limited and errors frequently make the relationships between ideas difficult to understand. For example, “The line graphs shows” has a subject–verb agreement error, while “in 1 metric tonnes a 1967” has problems with articles, prepositions, and sentence structure. The repeated use of “a” and “or” also obscures meaning, and there is little evidence of accurate sentence variety. Practise writing short, complete sentences with a clear subject and verb, such as “Portugal’s emissions rose from about 1.2 tonnes in 1967 to 5.4 tonnes in 2007.” Then combine ideas only when the grammar remains controlled.

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