Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 11 · 2026-10-27

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 5.5)

In this graph the lines shows the average carbon dioxide emissions per person in the United Kingdom, Sweden, Italy and Portugal between 1967 and 2007.

Here, we can see the four countries who emissions Co2 in the air and the countries name is United kingdom,Sweden,Italy,Portugal. In this graph United kingdom did emissions Co2 more then other countries in 1967 which is between 10 to 12. But in 2007 they control the emissions of Co2 and we can saw the decrement in 2007. In 1967 Sweedan did emissions of Co2 between 8 to 20 metric tones but we can see the increment of emissions of Co2 in 1977. In 2007 they also control the emissions of Co2 and we can saw the decrement in the emissions.

Now we talk about Italy,Italy did 4 to 6 metric tones emissions of Co2 in 1967 but they never control on the emissions of Co2 . After 1967 they got increment in emissions of Co2.Lastly we talk about the Portugal country which did 0 to 2 metric tones of emissions in 1967 but in 2007 the increased the emissions of Co2 between 4 to 6 metric tones.

In the conclusion we can say that the United kingdom and Sweden control the emissions of Co2

compare the 1967 to 2007 but the Italy and Portugal increased the emissions of Co2 compare the 1967 to 2007.

AI examiner evaluation

Task Achievement / Task Response: Band 5.5

You identify the four countries and the overall contrast: emissions fell in the UK and Sweden, while Italy and Portugal rose. This gives the response a relevant overview, and several broad comparisons match the graph. However, some key details are inaccurate or unclear. Sweden was about 8.6 tonnes in 1967, not “between 8 to 20,” and its emissions peaked in 1977 before declining. The UK remained the highest emitter in 2007, while Italy reached about 7.6 tonnes and Portugal about 5.4. The claim that the UK and Sweden “control” emissions is not supported by the graph, which shows changes rather than their causes. Report the main turning points and end values more precisely.

Coherence and Cohesion: Band 5.5

The response has a basic structure: an introduction, discussion of the countries, and a concluding comparison. The sequence from the UK and Sweden to Italy and Portugal is generally understandable, and phrases such as “Now we talk about Italy” signal a change of topic. However, progression is repetitive and sometimes mechanical: “we can see” and “we talk about” recur, while the conclusion repeats the earlier contrast without adding a clear summary of the most important comparisons. Some references are also unclear, such as “they control the emissions,” where the subject and meaning are imprecise. Organise the body into clearer comparisons—for example, the two declining countries together and the two rising countries together—and use linking phrases to show contrast and change over time.

Lexical Resource: Band 5.0

You use relevant basic terms such as “emissions,” “increment,” “decrement,” and “metric tones,” so the topic is usually recognisable. However, the vocabulary is limited and repeated, and several choices are inaccurate or unnatural for describing a graph. “Control the emissions” suggests deliberate action, which the chart does not establish; “emissions decreased” would be more precise. Phrases such as “did emissions” and “got increment” are not natural collocations, and “between 8 to 20” is an unclear way to report a figure. Spelling and presentation also need attention, including “Sweedan,” “tones,” and inconsistent capitalisation of country names. Build a small range of accurate trend verbs and comparison phrases.

Grammatical Range and Accuracy: Band 5.0

Most sentences use simple patterns, and the reader can generally follow the intended country-by-country account. However, errors are frequent, and attempts to form longer sentences are often faulty. For example, “the lines shows” has subject–verb disagreement, while “the countries who emissions” has an incorrect relative structure. Verb forms and sentence construction are also problematic in “they increased the emissions” and “we can saw the decrement.” Articles, plurals, and punctuation are inconsistent, as in “the Portugal country” and the run-together phrase “Italy,Italy.” Practise accurate simple sentences first, then combine them with controlled clauses using “while” or “whereas.” Check agreement, past-tense forms, and sentence boundaries during editing.

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