Band 5.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.0 · Cambridge IELTS 11 · 2026-10-30

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 graph illustrate average corbon dioxide emissions one person in the united kingdom, sweden,italy whereas portugal between 1967 while 2007.

overall united kingkon was the largest corbon dioxide emissions metric tonnes at the highest 11 % whereas the portugal is the lowest 1% of emissions of corbon dioxide.

The Sweden is the number second his starting from the 9% than increase upto the 10.5% than it started dip 5.8%.compare to the up and down its a masive change.

Italy is starting point is a 4.1% and they going steady grew up to the 6.2% than continues steady and coming up to the 6.9% emissions of corbon dioxide while the united kingdon comeing to depped from the 11% to the 8.2%.

AI examiner evaluation

Task Achievement / Task Response: Band 5.0

You identify the countries and the broad contrast between the UK’s high emissions and Portugal’s low starting point, and you include some approximate figures. However, the summary is only partial: it omits Portugal’s substantial rise to about 5.4 tonnes and Italy’s increase to around 7.6, which made Italy the second-highest country by the end. The UK declined gradually, while Sweden peaked in 1977 and then fell; your account gives an unclear final Swedish figure and does not clearly compare the countries’ end points. The response is also 30 words below the required minimum. To develop the report, add a clear overview of the main changes and cover all four countries’ trends accurately.

Coherence and Cohesion: Band 5.5

The response has a basic sequence: an introduction, an overall statement, and then details about Sweden and Italy alongside the UK. This gives the reader some sense of organisation. However, the progression is incomplete because Portugal is not discussed after the overview, and the country details are compressed into long, difficult-to-follow sentences. Linking phrases such as “than” and “compare to” do not clearly show the relationships between the figures, while the final sentence combines Italy and the UK without a clear transition. Use separate, logically grouped paragraphs—for example, one for the overview and one comparing trends—and connect changes with precise terms such as “by contrast” and “thereafter.”

Lexical Resource: Band 5.0

You use some task-relevant vocabulary, including “emissions,” “increase,” “dip,” and “steady,” so the reader can recognise the topic and several trends. However, the range is limited, and repeated or inaccurate wording makes parts difficult to interpret. “Corbon dioxide” is misspelled, “largest … at the highest” is awkwardly repetitive, and “masive change” does not specify what changed. The repeated use of “%” is also unsuitable because the graph reports metric tonnes per person, not percentages. Aim for accurate collocations and a wider range of trend language, such as “per-capita emissions,” “rose to,” “declined steadily,” and “remained stable.”

Grammatical Range and Accuracy: Band 4.5

You attempt to describe changes over time and use some connected clauses, but sentence structures are limited and errors occur frequently enough to make several statements hard to follow. For example, “The graph illustrate” has subject–verb disagreement, while “Italy is starting point is a 4.1%” has a faulty sentence structure. Tense and verb forms are also inconsistent in “they going steady grew up,” and articles and prepositions are often missing or misplaced. These problems sometimes obscure the intended comparisons. Practise building clear past-tense sentences with a subject, verb, and accurate figure—for example, “Italy’s emissions rose from about 4.3 tonnes in 1967 to 7.6 tonnes in 2007”—before adding more complex clauses.

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