Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 18 · 2026-09-01

IELTS Writing Task 1 question

The graph below shows the average monthly change in the prices of three metals during 2014.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Average monthly change in prices of copper, nickel and zinc (2014)

Student answer (Band 5.5)

The line graph illustrates the prices of metals copper, nickel and zinc varies in a month during 2014. Overall graph shows that prices are unstable and there was a sharp fall of metal nickel from January to march.From June to October all metal shows similarity .

The copper metal has shown a slow drop of prices from January to March and then its was table from March to April and then there is sudden downward curve from April to June which goes from 0.5 to approximatly -1. from June to July prices incline and be stable at 1 for 3 months July to September. September to November there is fall and again from Novembers to December there is a rise.

Secondly, The mental zinc shows a sharp rise from proportions 1 to 3

and then there was a fall from February to June 3 to -1 percentage. June to July there is slight increase and from July to September graph stays stable in -0.5 percentage .and from spetemnver to October there is a slight decline and then sharp rise from October to November and then again stable from noverumnber to December.

Finally, the metal nickel shows a sudden sharp from January to march from proportions 6 to 1 and from May there is sudden fall from 0.5 to -3 and from June there is a rise. July to September graph is stable in -1 percentage. September to October graph decline from -1 to -2 and agin inclines from November to 2 and then stays stable.

In conclusion , the metals prices are unstable.

AI examiner evaluation

Task Achievement / Task Response — Band 5.5

The response identifies the main features of the graph, such as the general instability of prices and specific trends for copper, nickel, and zinc. However, the analysis is somewhat mechanical, listing changes chronologically rather than synthesizing the data effectively. While the overview is present, it lacks a clear comparison between the metals, which is a key requirement of the task. Some data points are described with inaccuracies (e.g., 'proportions 6 to 1'), and the description of trends is occasionally confusing, making it difficult for the reader to follow the specific movements of the prices without constant reference to the graph.

Coherence and Cohesion — Band 5.5

The essay is organized into paragraphs, which helps the reader navigate the information. However, the use of cohesive devices is often repetitive or mechanical (e.g., 'and then', 'and then again'). There are issues with referencing; for instance, the transition between sentences is sometimes abrupt, and the logical progression of ideas is hindered by the repetitive structure of the descriptions. While the paragraphing is present, the internal flow within paragraphs is disjointed, and the connection between the introduction, body paragraphs, and the brief conclusion is weak.

Lexical Resource — Band 5.0

The vocabulary is limited and often repetitive, relying on basic terms like 'rise', 'fall', 'stable', and 'increase'. There are several instances of word-choice errors and spelling mistakes, such as 'mental' instead of 'metal', 'spetemnver', and 'noverumnber'. The student struggles to use precise terminology to describe trends, often resorting to vague descriptions like 'proportions'. To reach a higher band, the student needs to incorporate a wider range of vocabulary related to data description, such as 'fluctuate', 'plummet', 'plateau', or 'marginal', and improve accuracy in spelling and word formation.

Grammatical Range and Accuracy — Band 5.0

The response contains a mix of simple and complex sentence structures, but there are frequent grammatical errors throughout. Issues include subject-verb agreement (e.g., 'all metal shows'), missing articles, and incorrect preposition usage. Punctuation is also inconsistent, with several run-on sentences and misused commas. While the meaning is generally clear, the high frequency of errors in basic grammar and sentence construction prevents the text from achieving a higher score. The student should focus on proofreading for basic errors and ensuring consistent tense usage when describing past data.

See this exact question answered at other band scores — the same prompt compared across bands.

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