Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · Cambridge IELTS 11 · 2026-10-20

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 4.0)

The line graph show that provide carbon dioxide emissions in single person in the different five countries united kingdom,sweden,italy and portugal between 1967 to 2007.

overall, the sweden was increasing the cardon dioxide in 1977 .on the other hand , the sweden and portugal was decreasing the cardon dioxide in 2007 as same 5%.

AI examiner evaluation

Task Achievement / Task Response: Band 3.0

The response identifies the topic and names all four countries, and it notices Sweden’s rise to 1977. However, it does not provide a meaningful summary of the graph: the overview is unclear, most countries and years are not described, and the claim that Sweden and Portugal were “decreasing” in 2007 is inaccurate. Both were at about 5.4 tonnes in 2007, but this is an endpoint, not evidence that both were falling then. The UK’s overall decline and Italy’s rise are important features that are omitted. The response is also 48 words, well below the required 150, so there is not enough reporting or comparison to address the task adequately. Select the main trends and support them with accurate figures.

Coherence and Cohesion: Band 3.5

There is a basic attempt to organise the response: an opening sentence introduces the graph, and “overall” signals a summary. The contrast marker “on the other hand” also shows an effort to connect ideas. However, the response has only two very short paragraphs and does not develop a logical sequence of comparisons across the four countries. The second paragraph is difficult to follow because the relationship between Sweden, Portugal, and the stated 2007 figure is unclear. Build a clear overview first, then group the countries by trend and use simple links such as “while” and “by contrast” to make comparisons explicit. More complete sentences and paragraph development would improve progression.

Lexical Resource: Band 4.5

The response uses a small set of relevant terms, including “carbon dioxide emissions,” “line graph,” and “increasing,” so the reader can recognise the general subject. However, the vocabulary is very limited and several choices or spellings reduce clarity: “provide carbon dioxide emissions” is not a natural description, and “cardon dioxide” is misspelled twice. “As same 5%” does not express the intended comparison clearly; the unit in the graph is metric tonnes, not a percentage. Use accurate trend language and the graph’s measurement unit, and vary expressions for rises, falls, and stable figures. These changes would make the description more precise and appropriate for an academic report.

Grammatical Range and Accuracy: Band 4.5

The response attempts simple sentence forms and uses “overall” and “on the other hand” to introduce relationships, but grammatical control is inconsistent. In “The line graph show,” the subject and verb do not agree, and “that provide” does not form a correct clause. The phrase “the Sweden was increasing” also has an incorrect article and an awkward verb construction; “Sweden’s emissions increased” would be clearer. In the second paragraph, “the Sweden and portugal was decreasing” contains agreement errors, while the punctuation and spacing around sentence boundaries are unreliable. Practise accurate simple clauses before adding longer comparisons, paying particular attention to subject–verb agreement, articles, and sentence punctuation.

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