Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-26

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 line graph illustrate the average carbon dioxide(CO2) effluent per person in the united kingdom, Sweden, Italy, and portugal between 1967 and 2007.Overview, the average carbon dioxide emisssion per peron constatntly change in few years is united kingdom.In this figure, the UK had the hjghtest emission of throughout the period of despite a decline, portugal had the lowest emission but the steady increase. the italy has emissions increased.

In 1967, the Uk emitted around 11 tonnes per person the highest value of emissions.the sweden had emitted the 8.5 person and the italy had emissions around 4.5 tonnes and the last one portugal carbon dioxide around 1 tonnes. In 1977, the lowest tonnes around portugal around 1.5 emissions. Other, the italy had emission around in the middle of 4.7 it has no longer tonnes.

In 1997, the emiisions had decreased the metric tones 7.5 tonnes carbon dioxide per person and the other one ithaly emitted around 7 tonnes per person. In 2007, the sweden and portugal emitted both of them at the same point such as 5.5 tonnes per peron.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the graph’s subject and give a partial overview: the UK remains the highest-emitting country overall, while Portugal rises from the lowest starting point. However, the overview is unclear and does not capture key developments, especially Sweden’s peak in 1977 followed by a marked fall, and Italy’s rise to become the second-highest by the end. Some figures and comparisons are inaccurate or confusing: Portugal was about 2.3 tonnes in 1977, not around 1.5, and Italy was about 6.3, not 4.7. The 1997 sentence also misattributes the fall to an unclear country. Select the main trends accurately and support them with clear comparisons across the period.

Coherence and Cohesion: Band 4.5

There is an attempt to organise the response into an introduction, an overview and paragraphs with year-based details. This gives the reader some structure, and the final comparison between Sweden and Portugal in 2007 is relevant. However, progression is difficult to follow because the account jumps from 1977 to 1997 and then 2007, omitting the important 1987 data, while several sentences do not make clear which country is being discussed. Linking expressions such as “Other” and “In this figure” are either inaccurate or unhelpful, and punctuation frequently runs sentences together. Group countries by their trends, use clear paragraphing, and make each comparison explicit.

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “emitted,” “decline,” “steady increase,” and “tonnes per person,” so the topic is generally recognisable. However, the range is limited and several word choices or collocations make the meaning unclear. “CO2 effluent” is not a natural description of the measure, and “the average carbon dioxide emission per person constantly change” does not clearly express the trends. There are also repeated spelling errors, including “emisssion,” “peron,” “hjghtest,” and “emiisions.” Use standard terms such as “emissions,” “rose,” “fell,” and “remained stable,” and check spelling and country names carefully.

Grammatical Range and Accuracy: Band 4.5

The response attempts both simple statements and longer constructions, but grammatical control is inconsistent, and errors often make relationships between ideas hard to understand. For example, “The line graph illustrate” has subject–verb disagreement, while “the UK had the hjghtest emission of throughout the period of despite a decline” is not a complete, well-formed sentence. Articles, plurals and verb forms are also frequently inaccurate, as in “the italy has emissions increased.” Sentence boundaries are unclear in places, such as after “emissions” in the opening paragraph. Practise accurate simple sentences first, then combine them with controlled clauses using “while,” “whereas” and “although.”

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